CER - Claim Evidence Reasoning

Paul Anderson introduces the CER framework, which stands for Claim, Evidence, and Reasoning, as a method to improve explanations in science education. He emphasizes the importance of understanding scientific concepts and definitions to make logical connections between evidence and claims. The video provides examples of how to apply CER in classroom settings, highlighting the need for clear definitions and logical reasoning. Anderson also discusses advanced applications and potential challenges in using CER effectively.

What is the primary goal of using the CER framework in science education?

• To reduce the time spent on investigations

• To enhance students' ability to make explicit explanations

• To improve students' memorization skills

• To increase the number of experiments conducted

In the CER framework, what does the 'C' stand for?

• Concept

• Claim

• Conclusion

• Calculation

What is a common challenge students face when using the CER framework?

• Gathering evidence

• Formulating a claim

• Making logical connections in reasoning

• Understanding the question

Before gathering evidence, what should students ensure according to the CER framework?

• That they have a hypothesis

• That they have a partner

• That they understand and define the question terms

• That they have all the necessary equipment

In the example of determining if air is matter, what evidence is used to support the claim?

• Air has a smell

• Air is visible

• Air changes color

• Air increases mass and displaces water

What is a key aspect of reasoning in the CER framework?

• It should be based on personal opinions

• It should be tied to scientific definitions or principles

• It should be as brief as possible

• It should include as many details as possible

During a phase change, what happens to the energy according to the CER framework?

• Energy remains constant

• Energy is transformed

• Energy is gained

• Energy is lost