Scientific Argumentation and Evidence

The video explores the relationship between constructing explanations and engaging in arguments from evidence, as emphasized in the Next Generation Science Standards. It explains how scientific ideas, often counterintuitive, are accepted through evidence-based argumentation. The video highlights the importance of uncertainty in scientific debates and uses the example of mid-ocean ridges to illustrate how students can engage in scientific argumentation. It concludes by summarizing the differences and connections between explanations and arguments in science education.

What is the primary goal of school science according to the video?

• To memorize scientific facts

• To write scientific papers

• To demonstrate understanding of scientific ideas

• To conduct experiments

Which of the following is an example of a counterintuitive scientific idea?

• The sky is blue

• Water boils at 100 degrees Celsius

• Diseases are caused by tiny living organisms

• The Earth is flat

What are the three components of engaging in an argument from evidence?

• Hypothesis, Experiment, Conclusion

• Claim, Evidence, Reasoning

• Observation, Theory, Law

• Question, Answer, Explanation

How do students benefit from engaging in arguments from evidence?

• They become better at guessing

• They develop critical thinking skills

• They learn to write essays

• They learn to memorize facts

What is the role of evidence in a scientific argument?

• To confuse the audience

• To support the claim

• To create a theory

• To provide a hypothesis

Why is uncertainty important in engaging an argument from evidence?

• It helps in memorizing facts

• It makes the argument more interesting

• It is required for scientific consensus

• It allows for multiple interpretations

What distinguishes a claim from an explanation in scientific practice?

• A claim is always true

• A claim is more detailed

• An explanation is a guess

• An explanation provides a causal account

What was the competing explanation to the theory of plate tectonics in the early 1900s?

• Continental drift

• Cooling and contraction of the Earth

• Volcanic activity

• Meteor impacts

What happens to a scientific argument once it is widely accepted?

• It is always contested

• It becomes a scientific law

• It is forgotten

• It is rarely discussed

What is a litmus test for determining if students are constructing an explanation or engaging in an argument?

• Whether they agree with the teacher

• Whether they write a long essay

• Whether they provide evidence and reasoning

• Whether they use complex vocabulary