CER - Claim Evidence Reasoning
Summary
TLDRIn this educational video, Paul Anderson introduces the CER framework as a vital tool for students to improve their science lab writeups and exam scores. CER, standing for Claim, Evidence, and Reasoning, is a method to structure scientific explanations. Anderson emphasizes framing questions and defining terms before gathering evidence. He illustrates the process with examples, like determining if 'skew dice' are fair or proving air is matter, and encourages students to make logical connections based on scientific principles. The video aims to enhance students' ability to explain their findings effectively.
Takeaways
- 🔍 CER stands for Claim, Evidence, and Reasoning, a framework developed by Dr. Kate McNeil and Dr. Joe Cek to improve scientific explanations in the classroom.
- 🌟 Science is about gathering evidence and forming explanations that are critiqued over time, with CER helping to make the process of explanation explicit.
- 📚 In many science classrooms, students follow 'cookbook labs' without fully engaging in the process of explanation, which CER aims to address.
- 🧩 The 'Claim' is an answer to a question, 'Evidence' is the empirical data collected, and 'Reasoning' is the logical connection between the two.
- 🤔 Students often struggle with the 'Reasoning' part, which should be based on a scientific definition, rule, or principle agreed upon in the scientific community.
- 👨🏫 Teachers should provide a good question and a method for answering it, ensuring that students understand and can define the terms within the question.
- 🎲 An example of using CER is determining if 'skew dice' are fair, which involves defining 'fair', gathering evidence through rolling, and reasoning based on the definition of fairness.
- 🌬️ Another example question is whether air is matter, which requires understanding the properties of matter and gathering evidence through experiments like filling a balloon with air.
- 🔬 The 'Reasoning' in CER should connect the evidence to the claim using scientific principles, such as the law of conservation of energy in the context of phase changes.
- 📝 When doing lab write-ups, students should focus on the connection between evidence and explanation, not just detailing the evidence collected.
- 💬 The CER framework can also be used for rebuttals, where students can challenge claims, evidence, and reasoning presented by others.
Q & A
What is the CER framework mentioned in the video?
-CER stands for Claim, Evidence, and Reasoning. It is a framework designed to help students in the science classroom make clear and structured explanations. It emphasizes connecting evidence gathered during investigations to a claim and supporting it with logical reasoning.
Why is the CER framework important in science education?
-The CER framework is important because it helps students improve their ability to create structured explanations, which is crucial for lab write-ups, essays, and exams. It ensures that students not only gather evidence but also connect it logically to their claims.
Who developed the CER framework?
-The CER framework was developed by Dr. Kate McNeill and Dr. Joe Krajcik.
What is the main challenge students face when using the CER framework?
-Students often excel at gathering evidence but struggle with making logical connections between the evidence and the claim, which is the reasoning part of the CER framework.
How can teachers support students in using the CER framework effectively?
-Teachers can support students by providing a clear question to answer and ensuring that students understand and define all terms in the question before gathering evidence. Teachers should also encourage students to base their reasoning on established scientific principles.
What example does the video provide to illustrate the use of the CER framework?
-The video provides an example where students are asked to determine if 'skew dice' are fair. The process involves defining what 'fair' means (equal probability of each side landing on top), gathering evidence by rolling the dice, and then using that evidence to make a claim about the fairness of the dice, supported by reasoning.
How does the video suggest students should begin their investigation using the CER framework?
-Students should begin by framing the question and ensuring they understand all terms involved. This includes defining key concepts before gathering evidence to answer the question.
Can you provide an example of reasoning in the CER framework?
-An example of reasoning is: 'The mass of the balloon increased when air was added, indicating that the air had mass. The air displaced a volume of water, indicating that the air also has volume. Since matter must have both mass and volume, my evidence suggests that air is matter.'
What is a 'rebuttal' in the context of the CER framework?
-A rebuttal is when someone critiques or challenges the claim, evidence, and reasoning provided. It involves looking at alternative explanations or questioning the validity of the evidence or the logical connection made.
How does the CER framework help in creating better scientific explanations?
-The CER framework helps by providing a structured approach to explanation. It ensures that students make clear claims, support them with relevant evidence, and connect them with logical reasoning, leading to more thorough and convincing scientific explanations.
Outlines
🔬 Introduction to CER Framework in Science Education
Paul Anderson introduces the CER framework, which stands for Claim, Evidence, and Reasoning, as a vital skill for students to excel in science. He emphasizes the importance of not just conducting investigations but also formulating explanations that can be critiqued over time. Anderson points out common pitfalls in science classrooms, such as teachers leading investigations like 'cookbook labs' and students focusing too much on the investigation process rather than explaining their findings. The CER framework, developed by Dr. Kate McNeil and Dr. Joe Cek, is presented as a solution to make the process of explanation more explicit and structured. The acronym is explained, with 'Claim' being an answer to a question, 'Evidence' being empirical data gathered, and 'Reasoning' being the logical connection between the evidence and the claim. Anderson also stresses the importance of basing reasoning on scientific definitions, rules, or principles that are universally accepted in the scientific community.
🎲 Applying CER to Practical Science Scenarios
The second paragraph delves into the application of the CER framework in practical science scenarios. Anderson uses the example of 'skew dice' to illustrate how students should approach a question with a clear understanding of its terms and definitions. He suggests that before gathering evidence, students should ensure they have a solid grasp of the question's components. The paragraph also touches on the process of answering a scientific question, such as 'Is air matter?', by framing the question, gathering evidence through experiments like weighing a balloon before and after filling it with air, and then using the law of conservation of matter to reason that air has both mass and volume, thus concluding that air is matter. Anderson highlights the common issue where students focus on detailing the evidence rather than making a logical connection in their reasoning. He encourages the use of the CER framework in lab write-ups to improve the quality of explanations and suggests that teachers should provide good questions and materials to facilitate this process.
Mindmap
Keywords
💡CER (Claim, Evidence, Reasoning)
💡Claim
💡Evidence
💡Reasoning
💡Scientific Definitions
💡Empirical Evidence
💡Logical Connection
💡Investigation
💡Scientific Explanation
💡Phase Change
Highlights
Paul Anderson introduces the CER framework for making explanations in the science classroom.
CER is essential for improving scores on lab writeups, essays, and exams.
Science involves gathering evidence and forming explanations, which are critiqued over time.
The CER framework was developed by Dr. Kate McNeil and Dr. Joe Cek.
C stands for claim, E for evidence, and R for reasoning in the CER framework.
Students often struggle with making the logical connection in reasoning.
Reasoning should be based on a scientific definition, rule, or principle.
Teachers should provide a good question and a method to answer it.
An example of framing a question is determining if 'skew dice' are fair.
Defining terms like 'fair' and 'skew dice' is crucial before gathering evidence.
An example science question is whether air is matter.
Framing and understanding the terms in a question is important before starting an investigation.
Evidence gathering should be followed by a clear claim and reasoning.
The reasoning process should connect evidence to a scientific principle.
Students often repeat evidence instead of making a clear connection in their lab writeups.
A rebuttal can be used to challenge claims, evidence, and reasoning.
The CER framework can be applied to various science topics, including chemistry and physics.
An example of a chemistry lab question is what happens to energy during a phase change.
The law of conservation of energy can be used in reasoning during a phase change.
Claim, evidence, and reasoning is a systematic approach to explanation in science.
Using CER improves the quality of explanations and understanding in scientific investigations.
Transcripts
[Music]
hi it's Paul Anderson and in this video
I want to talk about CER it's a
framework for making explanations in the
science classroom it's a skill that
teachers should give their students and
students should have if they want to
improve their scores on lab writeups on
essays or on big exams but before we
talk about CER let's talk about science
in general in science what we're doing
is gathering evidence through
investigations of the natural world
we're then coming up with explanations
that are critiqued over time but
unfortunately a lot of the time in a
science classroom the investigations are
developed by the teacher itself and the
students are just going through a
cookbook lab and so we want to avoid
that if we can but also we spend too
much time on the investigation itself on
the variables and controlling the
variables and then when we get to the
end of coming up with an explanation of
what we learned we kind of fall down on
that point and so the CER is a framework
that makes this explanation making
explicit it was developed by Dr Kate
mcneel and Dr Joe cek I'll put links to
some of their material down below but
it's an acronym the C stands for claim
the E stands for evidence and the r
stands for reasoning sometimes you'll
hear rebuttle at it at the end of that
that's looking at somebody else's claim
evidence and reasoning um but this is my
model for how claim evidence reasoning
Works claim is an answer to a question
that's asked evidence is going to be
what you gather empirical evidence that
gathered that's gathered in the lab or
through research and then reasoning is
going to be a logical connection between
the evidence and the claim that you're
trying to make
now students will generally do really
good at the evidence Gathering but they
fall down when it comes to this logical
connection and so a good tip is to make
sure that your reasoning is based in
some kind of a scientific definition
rule principle that's a way that in
science we can all agree on that now
what should a teacher provide a teacher
should simply provide a good question
and a way to answer that question so
let's say in the science classroom I
give my students a bunch of dice but
they're different looking dice they're
skew dice that look like this and I ask
them the following question are these
skew dice Fair now they could start
Gathering uh evidence right away they
could roll the dice a bunch of times we
could measure the dice look at their
center of gravity maybe measure all of
the sides to make sure that they're all
the same but before we jump in and start
doing evidence make sure that you've
actually framed the question and you
understand what's being asked make sure
that you could Define everything that's
in this this question itself I I'm sure
you know what skew dice is but are we
all in agreement with what it is to be
fair
well let's define it fair is this idea
that each side has an equal probability
of ending up on top now once we have
that definition you can use that in that
logical connection let's get to an
actual science uh question that we could
answer is air matter that's a question
you can answer in the science laboratory
before we dig in and start Gathering
evidence however we should frame the
question and make sure that we
understand what every term in there
means so what is air air is an invisible
substance that surrounds the Earth what
what is matter matter is anything that
has mass and takes up space um what else
do we know about matter it can be
neither created nor destroyed so
sometimes it's helpful at the beginning
to get all of these listed out so that
we can use them at a later date now we
can use a form like this to do our claim
evidence reasoning claim is going to be
an answer to the question but generally
we don't start there we have to start by
gathering evidence so perhaps I take a
balloon put it on a scale and then I
fill up a balloon and put it on the same
scale I'm trying to show that there's an
increase in mass and then maybe I want
to look at the takes up space side of
the matter maybe I take a bottle filled
with water pump air into it and I can
displace some of that water and so now I
can make a claim yes air is matter
that's going to be my claim I've
gathered evidence but now how do I do
the reasoning well the reasoning is
easier if it's tied to one of those
scientific definitions that I had before
so let me read you my reasoning uh the
mass of the balloon increased when air
was added indicating that the air had
Mass the air displaced a volume of water
indicating that the air also has a
volume since matter must have both mass
and volume my evidence suggests that air
is matter that reasoning part is what we
hope our students will start to write
and they never do generally when they're
doing a lab write up they simply tell us
the evidence they gathered over and over
and over in more detail but what we
really want is a connection between the
evidence that you gathered and the
explanation that you're trying to make
now we could do a rebuttal on that we
could say well let's look at the
evidence here um you blew this up so
that's air coming from your lungs so
it's not coming from the environment so
that could impact it maybe it's water
there and also it looks like there's air
right here um and so are you really
measuring air or are we measuring air
pressure and so now we can have
argumentation or we can talk about the
evidence or the reasoning now all you do
when you're doing Labs that use claim
evidence reasoning is just give them a
good question and a material to answer
the question I could give them a bunch
of magnets and I could say which of
these is the strongest give them a bunch
of paper clips rulers whatever um rubber
bands washers and they have to answer
this question the first question they
should ask you as a teacher however is
let's make sure we frame the question
and Define everything inside it what is
magnetic strength and if we say it's a
measure of the attractiveness or
attractive force between a magnet and
magnetic material do we know what a
force is once we have all of these
definitions out there it's easier for
you to do a claim evidence reasoning now
these are pretty lowlevel science
questions we could do it in a chemistry
lab as well one thing that puzzles
students a lot of the time is when you
boil water it gets to around 100° C and
then it stays there I used to have kids
who would look at their thermometer and
thought it was somehow broken but we
have this curve that looks like this so
as we heat something up as we apply heat
to it as it goes from a solid to a
liquid to a gas we get these plateaus
where the temperature stays the same so
I could ask them a question what happens
to the energy during a phase change what
happens to the energy right here and so
what they should be doing is coming up
with an explanation they should be
coming up with a claim how should they
do that number one frame what the
question is asking uh do we know what
energy is do we know what a phase change
is do we know anything things that might
be applicable to energy like the law of
conservation of energy now they're going
to gather a bunch of evidence what's
some relevant evidence we can see we're
a phase change from liquid to gas is
occurring right here we see during this
time that we're adding heat but the
temperature is not going up and so you
could gather a bunch of evidence but
then making that connection making the
reasoning it's going to be based in some
kind of a principle and you could try to
make that connection down below you
could write your reasoning in the
comments if you wanted to so what is
claim evidence and reasoning it's a way
to make explanations and if you step
through those three parts when you're
ever asked to explain what you learned
as long as you say here's my claim
here's the evidence and here's the
reasoning to back it up you're going to
do much better than you have in the past
I want to thank Krist Rin
uh he put this forward as an idea of a
video if you have a suggestion for a
video you'd like me to make put it again
in the comments down below uh but that's
claim evidence reasoning and I hope that
was
[Music]
helpful
Посмотреть больше похожих видео
CER (Claim, Evidence, Reasoning) in Biology
The KEYS to Finding Evidence for ARGUMENT Essays!
NTA New Trend For NEET 2025 | How to Read Updated NCERT For NEET 2025 | NEET 2025 Latest Update
Common Mistakes on Q3 of the AP Lang Exam | How to Write an Argument | Coach Hall Writes
Writing Effective Claims for AP Lang Q1 & Q3 | Coach Hall Writes
Penggunaan Permainan untuk Meningkatkan Kemampuan Menalar dan Logika
5.0 / 5 (0 votes)