I feel like the fog is lifting.I am starting to see how IBL can be used in all content areas, and how the Scientific Explanation can be written within a lesson plan format. I'm looking forward to writing the unit plan, so I can actually relate how I can use IBL with classes in the computer lab.
I also am thrilled to be investigating more Web 2.0 tools, and can see how these can be integrated into lessons and help promote IBL in the classroom and in projects. I am intrigued by the possibilities. I also love how the sharing of ideas in the class discussion forum is triggering the creative juices in me. I can't wait for the PSSA to be over so I can start with all of this in my classroom!
For reference:
How to Write a Scientific Explanation
Components
- Make a claim about the problem.
- Provide evidence for the claim.
- Provide reasoning that links the evidence to the claim.
Definitions
- Claim: An assertion or conclusion that answers the original question
- Evidence: Scientific data that support the student's claim that must be appropriate and sufficient. Can come from an investigation or other sources, such as observations, reading material, archived date, etc.
- Reasoning: Justification that links the claim and evidence. Shows why the data counts as evidence to support the claim, using appropriate scientific principles.
Qualities of the communication
- Write the explanation so others can understand it.
- Use precise and accurate scientific language.
- Write clearly so that anyone interested in the explanation can understand it.
- Articulate your logic.
McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting Students' Construction of
Scientific Explanations by Fading Scaffolds in Instructional Materials. Journal Of The Learning
Sciences, 15(2), 153-191.
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