Constructing Scientific Explanations

Paul Andersen discusses constructing scientific explanations, emphasizing the importance of students creating their own models to understand the natural world. He differentiates between explanations and arguments, using examples like dinosaurs and antibiotic resistance. Andersen highlights the role of teachers as guides, encouraging students to use visual thinking and models. He provides practical classroom strategies, including using graphic organizers and testing models, to foster inquiry-based learning.

What is a key goal of modeling instruction in science classrooms?

• To avoid using evidence in explanations

• To memorize scientific facts

• To construct personal explanations of phenomena

• To focus solely on computational models

How does an explanation differ from an argument in scientific inquiry?

• An argument determines the cause of an effect

• An explanation uses evidence to support a claim

• An explanation describes how the natural world works

• An argument is not based on evidence

Which of the following is an example of a scientific explanation?

• Plants grow because they are green

• Birds fly because they have wings

• Seasons change because of Earth's rotation

• Dinosaurs died out due to a meteorite impact

What is the purpose of using a graphic organizer in constructing explanations?

• To memorize scientific terms

• To focus on computational data

• To organize thoughts on cause, mechanism, and effect

• To avoid drawing models

What is a benefit of visual thinking in science education?

• It allows students to visualize their models

• It discourages creative thinking

• It focuses on text-based learning

• It helps students memorize facts

What is the teacher's role in guiding students to construct their own explanations?

• To provide all the answers

• To act as a guide on the side

• To discourage student inquiry

• To focus on lecturing

What should a good explanatory model include?

• A list of scientific terms

• A cause and relevant components

• Only numerical data

• A detailed history of the phenomenon

How can students test their explanatory models in the classroom?

• By ignoring peer feedback

• By memorizing the models

• By focusing on theoretical data only

• By conducting scientific investigations

What is the purpose of a driving question board in a classroom?

• To organize and test student questions and models

• To display only correct answers

• To focus on teacher-led discussions

• To discourage student participation

What is the ultimate goal of constructing scientific explanations in education?

• To focus on individual learning

• To avoid collaboration

• To develop a shared understanding of phenomena

• To memorize scientific facts