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, highlighting the role of evidence and claims. The video covers the components of a good explanation, such as explanandum, cause, and mechanism, and encourages a shift from teacher-led explanations to student-constructed models. Andersen also discusses using inquiry-based learning and visual thinking to help students develop and test their explanations.

How can modeling instruction help students construct their own explanations?

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What is the difference between an explanation and an argument in scientific inquiry?

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What strategies can teachers use to guide students in constructing their own explanations?

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Explain the role of cause and effect in constructing scientific explanations.

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How can visual thinking aid students in developing their explanatory models?

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What are the key components that should be included in a good explanatory model?

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Discuss the importance of testing models in scientific inquiry.

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