NSES Content Standard A
Science as Inquiry: Abilities necessary to do scientific inquiry
Grades K-4, page 122
Use data to construct a reasonable explanation. This aspect of the
standard emphasizes the students' thinking as they use data to formulate
explanations. Even at the earliest grade levels, students should learn
what constitutes evidence and judge the merits or strength of the data
and information that will be used to make explanations. After students
propose an explanation, they will appeal to the knowledge and evidence
they obtained to support their explanations. Students should check their
explanations against scientific knowledge, experiences, and observations
of others.
NSES Content Standard A
Science as Inquiry: Understanding about scientific inquiry
Grades K-4, page 123
Scientists develop explanations using observations (evidence) and what
they already know about the world (scientific knowledge). Good explanations
are based on evidence from investigations.
NSES Content Standard A
Science as Inquiry: Understanding about scientific inquiry
Grades 5-8, page 148
Science advances through legitimate skepticism. Asking questions and
querying other scientists' explanations is part of scientific inquiry.
Scientists evaluate the explanations proposed by other scientists by examining
evidence, comparing evidence, identifying faulty reasoning, pointing out
statements that go beyond the evidence, and suggesting alternative explanations
for the same observations.
NSES Content Standard G
History and Nature of Science: Nature of science
Grades 5-8, page 171
It is part of scientific ionquiry to evaluate the results of scientific
investigations, experiments, observations, theoretical models, and the
explanations proposed by other scientists. Evaluation includes reviewing
the experimental procedures, examining the evidence, identifying faulty
reasoning, pointing out statements that go beyond the evidence, and suggesting
alternative explanations for the same observations. Although scientists
may disagree about explanations of phenomena, about interpretations of
data, or about the value of rival theories, they do agree that questioning,
response to criticism, and open communication are integral to the process
of science. As scientifc knowledge evolves, major disagreements are eventually
resolved through such interactions between scientists.
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