[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585949-105":59,"doc-detail-585949-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","claim-making-as-a-tool-for-analyzing-student-thinking-in-stem-contexts","CLAIM MAKING AS A TOOL FOR ANALYZING STUDENT THINKING IN STEM CONTEXTS","","Provides an analytic framework for characterizing student thinking in active, STEM-rich learning environments by focusing on student claims, evidence, and reasoning that emerge in comments and group-based activity. Builds on prior discipline-specific research on reasoning while addressing the lack of transdisciplinary STEM analytical tools. Uses analysis of two student groups in elementary informal settings to show that thinking is often grounded in personal experience and authority, blending general and disciplinary-oriented reasoning, with implications for research and practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/claim-making-as-a-tool-for-analyzing-student-thinking-in-stem-contexts/585949/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/claim-making-as-a-tool-for-analyzing-student-thinking-in-stem-contexts/585949.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the paper’s framework?","Question",{"text":112,"@type":113},"To systematically delineate and analyze how students think in active STEM-rich learning environments by examining the claims, evidence, and reasoning they produce.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect claim making to reasoning in STEM contexts?",{"text":117,"@type":113},"It treats student claims within STEM activity as a gateway to uncovering both general reasoning and reasoning grounded in specific STEM disciplines.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the analysis of the two student groups suggest?",{"text":121,"@type":113},"Student thinking in these environments is frequently grounded in personal experience and perceived authority, and it shows a rich mix of general and disciplinary-oriented reasoning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585949,1792167278,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","CLAIM MAKING AS A TOOL FOR ANALYZING STUDENT THINKING IN STEM  \nCONTEXTS  \nDavid Slavit  \nWashington State University Vancouver [dslavit@wsu.edu](dslavit@wsu.edu)  \nAmber Simpson Binghamton University [asimpson@binghamton.edu](asimpson@binghamton.edu)  \nKristin Lesseig Washington State University Vancouver [kristin.lesseig@wsu.edu](kristin.lesseig@wsu.edu)  \nWe articulate a framework for delineating student thinking in active, STEM-rich learning environments. Researchers have identified ways of reasoning that relate to specific content areas and practices within each of the STEM disciplines. However, attempts at characterizing student thinking in transdisciplinary STEM environments remains in its infancy, in need of theoretical and analytic frameworks to support this emerging research area (Li et al., 2019). This paper advances the field along both of these dimensions by articulating an analytic framework for student thinking in STEM contexts and operationalizing it through an analysis of two groups of students in elementary, informal learning situations. Our results suggest that student thinking, in these environments, is often grounded in personal experience and authority and consists of a rich mix of general and disciplinary-oriented reasoning. Implications are provided.  \nKeywords: Integrated STEM, Cognition, Reasoning and Proof, Problem-Based Learning  \nPerspectives  \nIs STEM a discipline in and of itself? What is integrated, multidisciplinary, or transdisciplinary STEM? While perspectives on the precise nature of STEM vary widely (Holmlund et al., 2018), we believe that conceiving of STEM as a stand-alone discipline of study can be problematic given the differences found in the epistemological orientations ofthe individual STEM disciplines (Kelley & Knowles, 2016; Ortiz-Revilla et al., 2020; Slavit et al., 2021) . For example, mathematical truth is found by logical deduction based on a set of axioms, scientific truth is based on systematic observation and an analysis of available evidence, and engineering truth is often subjectively decided by the client or what constitutes a best design. Given this variety of epistemologies, conceptualizing STEM as a stand-alone discipline can be rather difficult;  \ncharacterizing STEM thinking can be even more difficult.  \nHowever, we do believe that student thinking in STEM contexts can be analyzed in a systematic manner. Through the analysis of multiple learning situations, we have determined that a fruitful avenue of research lies in the identification and analysis of student claims made in STEM contexts. Specifically, we have developed an analytic framework designed to characterize the nature of the claims, evidence, and reasoning that surface in student comments and/or activity while engaged in active, group-based STEM learning activities. This approach allows us to draw from the plethora of existing reasoning types inside the individual STEM disciplines, but also provides an avenue to explore the kind of thinking that might be unique to STEM learning contexts. While we align ourselves most closely with transdisciplinary STEM due to its synergy with project-based learning environments (Vasquez, 2014), due to space limitations we refer broadly to “STEM environments” rather than attempt to make distinctions between integrated, multidisciplinary, and transdisciplinary perspectives on STEM.  \nDisciplinary STEM Reasoning  \nOver the past decades, educational researchers from individual disciplines have identified specific kinds of reasoning related to thinking and problem solving in mathematics, science,  \nLamberg, T., & Moss, D. (2023). Proceedings of the forty-fifth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 2). University of Nevada, Reno.  \n35  \nArticles published in the Proceedings are copyrighted by the authors.  \nengineering, and technology. Hjelte et al. (2020) conducted a systematic review of the type","cbCaikmFOIsCagPD","https://ap.wps.com/l/cbCaikmFOIsCagPD","pdf",310132,"English","# Perspectives\n## Disciplinary STEM Reasoning\n## Claim-Making Framework","[{\"question\":\"What is the main purpose of the paper’s framework?\",\"answer\":\"To systematically delineate and analyze how students think in active STEM-rich learning environments by examining the claims, evidence, and reasoning they produce.\"},{\"question\":\"How does the paper connect claim making to reasoning in STEM contexts?\",\"answer\":\"It treats student claims within STEM activity as a gateway to uncovering both general reasoning and reasoning grounded in specific STEM disciplines.\"},{\"question\":\"What does the analysis of the two student groups suggest?\",\"answer\":\"Student thinking in these environments is frequently grounded in personal experience and perceived authority, and it shows a rich mix of general and disciplinary-oriented reasoning.\"}]","CLAIM MAKING AS A TOOL FOR ANALYZING STUDENT THINKING IN STEM CONTEXTS | PDF",1792056414,23]