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Cause and Effect thinking in Science

Science has a fascinating range of cause-and-effect linkages across its branches.

A major practice in science is figuring out causes and effects (Thier & Daviss, 2002). This includes hypothesising possible causes and effects of scientific phenomena and using cause-and-effect thinking to identify variables that bring about changes in experiments

 Physical sciences tend to emphasize causes and effects of geology, gravity, electricity, and light Chemistry emphasizes causes and effects at the molecular level Biology tends to emphasize causes and effects in cells and adaptations of organisms. Sports Science??? 

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Science Thinking Skills, Prompt Frames, Response FramesCore Thinking Skills in Science

Sample Prompt Frames Sample Response Frames

Observe some aspect of the physical or natural universe

 

What did you observe?What do we see happening?What does that mean? Why did that happen?What can we learn from this phenomenon?Why is it important? 

 

I notice that . . .I observed that . . .We have all seen . . .Look at the way that the . . .

Perform experiments and do research; gather data, interpret it, and organise it.

How do we quantify our observations?What data do we have?What does the data mean?How do we organise the data?

The control group does not get treatment.The data should go into a table because . . .We need to measure the . . .As the . . . increases, the . . . decreases.There is a correlation between . . . and . . .

Make conclusions about experimental data, its validity, and its support of the hypothesis.

What is the data telling us?What evidence supports our conclusions?What does that mean?How can we extrapolate from the data?Is this set of data valid?What might critics argue about this data?

The data shows that . . .We discovered that . . .Our data was not valid or reliable enough to make solid conclusions about . . .We found a negative correlation between . . .Based on these numbers, it is likely that . . .Our research demonstrated that . . .The results seem to indicate that . . .

Students Asking Probing Questions is Important for each Practice

For example students can ask: Is this worth knowing? Is it knowable? How solid are the results? Could other variables have affected the results? Is there a better way to perform the investigation? Are there alternative hypotheses to the ones proposed so far? Do we need more data and evidence to make our claims?

Questions like these allow students to communicate effectively how they think about scientific processes, such as relating evidence to explanations, using models to clarify concepts or posing alternative explanations. Adapted from Building Academic Language, 2011

Building science questioning habits

Derek Ang, of East Palo Alto High School in California, has students use a “So and Why” protocol in which, after starting with an open question, they build on each answer with so or why questions. They can do this as a whole class, in groups or in pairs.

An exchange using this protocol could look like this:

“What happened in this reaction?”“Heat was released and a solid was formed.”“Why was heat released?”“Because chemical bonds were broken and reformed.”“So how can we apply this?”

As students continue to ask so and why question, they think more and more like scientists.

A vital skill is using previously-learned principles and laws to learn new concepts. For example, we would want students to use the principles and laws on gravitational forces that they have already learned in order to understand a new unit on orbits.

Students need to be able to refer to “umbrella” principles and laws in conversations. Even the question, “How does that work?” can prompt a student partner to bring up foundational principles of the discipline that apply. A partner, for instance, might refer to principles of adaptation during and after a dissection lab.

Dimensions Features Skills

Message

Clarity & coherence Register for participants & purposes Density of ideas and their

relationships Message organisation & structure

(visuals, paragraphs) Organization of sentences

Create a logical flow of and connections between ideas, knowing how ideas develop and need to develop

Match language with the purpose of the message (Clear, complete, focused, logical, appropriate to the discipline)

Create, clarify, fortify, & negotiate ideas

Sentence

Sentence structure (compound/complex) & length

Transitions & connectives

Complex verb tenses and passive voice

Pronouns and references

Craft sentences to be clear Use of a variety of sentence types to clarify a

message and condense information Combine ideas, phrases, and clauses.

Word/ Phrase

Cross-disciplinary terms Figurative expressions & multiple

meanings

Content vocabulary

Affixes, roots, and transformations

Choose and use the best words and phrases communicate

Figure out the meaning of new words and terms

Use and clarify new words to build ideas or create products

Dimensions, Features, and Skills of Academic Language (complex language)

(Adapted from WIDA, 2012)

© 2013 ALDNetwork.org | From Zwiers, O’Hara, & Pritchard (in press) Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary. Stenhouse.

Students will be able to ( skill or function )Using ( specific language )In or during a (type of activity ).

An example from Science

Students will be able to compare the features of two metals  using connectives ( however, on the other hand ),during a lab discussion with a partner on the report.

An example from MathsStudents will be able to: evaluate two ways to solve a two-step algebra word problemusing reasoning language ( because, in order to, effective, )during a conversation about the problem and in a quiz.

How to design language objectives from content demands in course specifications

Proficient (3) Approaching (2) Below (1)(T) Thinks and talks like a scientist-Observes and hypothesises;-Proposes ways to experiment;Isolates variable; uses evidence.-Refers to scientific terms and syntax.-Applies science to real life.

Makes some connections; uses some complex sentences and scientific terms; makes some applications.

Uses few connections or scientific reasons; uses short sentences and mostly social language.

(F) Stay focused.-Builds comments.-Connects ideas to topic well.-Negotiates conflicting ideas and word meanings.-Offers few, if any, tangential thoughts.

Stays mostly on topic; shows some idea building and negotiation; goes on some tangents and deviations; shows some confusion.

Rarely connects or builds on ideas; go on many tangents and offers unrelated information; demonstrates no negotiation of differing ideas.

(S) Supports ideas and opinions with examples from texts, previous lessons and life; clearly explains and elaborates on ideas.

Offers some prompting for and support of ideas with examples and clarifications.

Offers little or no support of ideas and reasons; shows lack of appropriate prompting.

(P) Paraphrase partner ideas to clarify, deepen, and stay focused; synthesise key points or steps at end.

Offers some paraphrasing and synthesising of key points or steps.

Offers little or no paraphrasing or synthesising.

(C) Uses communication behaviours; actively listens (eyes and body) takes turns; values partner’s comments; respectful.

Shows some appropriate listening and turn-taking behaviours.

Shows little eye contact or listening; interrupts; dominates talk or does not contribute at all.

Sample Assessment, Academic Conversation Rubric for Science

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Tutors need to nudge students towards academic answers by guiding them towards using appropriate uses of language and ways of thinking ,

This type of nudging helps students into more academic ways of thinking and doing ; but it takes a lot of effort and patience, especially when working with students who lack the home experiences with such types of describing.

No doubt, you have already done this many times in the past.

Questions?

• Thank you for listening and my best wishes for this academic year.