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Abstract Title: Claims, Evidence and Reasoning in the Introductory Mechanics Lab
Abstract Type: Contributed Poster Presentation
Abstract: Introductory mechanics is classified as a general education laboratory science at many colleges and universities.  General education outcomes often include the ability to reason from evidence or justify claims with evidence.  These skills are also central components of the Next Generation Science Standards for K-12 education [1].   In contrast to this mandate to focus on empirical reasoning, both the teaching and the assessing of the ability to reason from evidence are often implicit rather than explicit parts of the introductory mechanics laboratory curriculum.  In this presentation I report the first results of an ongoing attempt to scaffold the learning of reasoning from evidence and to make the assessment of this skill explicit by employing the "Claim, Evidence and Reasoning" framework [2] in a college-level, algebra-based introductory mechanics laboratory.
Footnote: [1] https://www.nextgenscience.org  Retreived 4/10/2022.
[2] K.L. McNeill and J. Krajcik, Supporting Grade 5-8 Students in Constructing Explanations in Science:  The Claim, Evidence and Reasoning Framework for Talk and Writing, (Pearson Education, Boston, 2011).
Session Time: Poster Session 1
Poster Number: I-2
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Andrew Pawl
University of Wisconsin-Platteville
Platteville, WI 53818