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Discussion #3-LaQuasha Coles
01/21/2025
Read NSTA Class Library Resource: Claims, Evidence, and Reasoning: Demystifying Data During a Unit on Simple Machines
Watch: CER-Claim Evidence Reasoning
The Claim-Evidence-Reasoning (CER) framework is a teaching approach designed to help students develop scientific explanations by making a claim that answers a question, supporting it with evidence derived from observations or data, and linking the evidence to the claim through reasoning that applies relevant scientific principles. As Paul Andersen (2017) explains in his video, CER transforms science instruction by moving students from simply knowing facts to understanding and applying concepts. This framework fosters critical thinking and inquiry by requiring students to analyze data, evaluate its reliability, and construct logical explanations. It emphasizes the importance of reasoning as the bridge between evidence and claims, enabling students to think like scientists and make connections between theory and practice.
McNeil and Martin (2011) illustrate this framework in action with a fifth-grade physical science lesson, where facilitators actively supported students’ inquiry by scaffolding their thinking. This included modeling how to connect evidence to scientific principles, providing sentence starters, and encouraging peer collaboration to refine ideas. These strategies ensured that students engaged deeply with the content while gaining confidence in constructing scientific explanations. For example, the facilitators helped students gather evidence from hands-on investigations of forces and motion and guided them in linking their findings to Newton’s Laws of Motion.
For my NSTA Learning Center public content collection, I included three resources that will support CER-based and inquiry-driven teaching:
1. CER Graphic Organizers and Sentence Starters: This resource provides structured templates that guide students through the CER process, including prompts to help them articulate reasoning. These tools will be instrumental in scaffolding lessons and supporting students who may struggle with forming logical connections between evidence and claims.
2. Phenomena-Based Lessons: I selected a resource focused on introducing real-world phenomena (e.g., why certain objects float or sink) to spark curiosity and drive inquiry. This aligns with the CER framework by giving students an authentic context to explore, collect data, and construct explanations.
3. Interactive Simulations: This resource offers virtual experiments where students can manipulate variables and collect evidence. It helps students practice inquiry skills in settings that may not always be feasible in a physical classroom.
These resources will contribute to my asset map by providing practical tools for lesson planning and implementation. By integrating CER with phenomena-based learning, I can design units where students first explore a question or phenomenon, then use the CER framework to make sense of their observations. This approach not only builds scientific literacy but also empowers students to engage in evidence-based reasoning, preparing them for higher-level science learning and real-world problem-solving.
References
Bozeman Science. (2017 January 9). CER-claim evidence reasoning [Video]. YouTube. https://youtu.be/5KKsLuRPsvU.
McNeill, K. & Martin, D. (April/May 2011). Claims, evidence, and reasoning: demystifying data during a unit on simple machines. Science and children, 52-56.
LaQuasha Unit Plan Sources Collection
(2 items)
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