NSES Content Standard A
Science as Inquiry: Abilities necessary to do scientific inquiry
Grades K-4, page 122
Ask a question about objects, organisms, and events in the environment.
This aspect of the standard emphasizes students asking questions that they
can answer with scientific knowledge, combined with their own observations.
Students should answer their questions by seeking information from reliable
sources of scientific information and from their own observations and investigations.
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: Abilities necessary to do scientific inquiry
Grades K-4, page 122
Communicate investigations and explanations. Students should begin
developing the abilities to communicate, critique, and analyze their work
and the work of other students. This communication might be spoken or drawn
as well as written.
NSES Content Standard A
Science as Inquiry: Abilities necessary to do scientific inquiry
Grades 5-8, page 145
Develop descriptions, explanations, predictions, and models using evidence.
Students should base their explanation on what they observed, and as they
develop cognitive skills, they should be able to differentiate explanation
from description--providing causes for effects and establishing relationships
based on evidence and logical argument. This standard requires a subject
matter knowledge base so the students can effectively conduct investigations,
because developing explanations establishes connections between the content
of science and the contexts within which students develop new knowledge.
|
