SCIENCE EDUCATORS SESSION 6 - Evidence in Action - Supporting Students in Making Science Claims That Stand

Oct 10, 2026

Uploaded by Grenda

SCIENCE EDUCATORS SESSION 6 focuses on “Evidence in Action” to strengthen educators’ ability to support students in constructing evidence-based science claims. The session targets the science practice of Constructing Arguments from Evidence, emphasizing gathering and analyzing evidence from phenomena, developing clear defensible claims, and using structured argumentation routines. Participants will engage in argumentation from both student and engineering perspectives, identify scaffolds that strengthen reasoning and discourse, and leave with CER tools, routines, and classroom-ready strategies to elevate student argumentation across grade levels.

LanguageEnglish

CategoryExam

FormatPDF

Pages33

Reading Time1 h 23 min

AccessFree to download

Context, Introductions, and Roles

Purpose & Desired Outcome

Participant Guidelines

What do we mean by Argumentation from Evidence?

Argumentation in Science

Argumentation in Engineering

What does this look like in a classroom?

Elements of Argumentation

SCIENCE EDUCATORS SESSION 6: Evidence in Action: Supporting Students in Making Science Claims That Stand Illinois Science Capacity Builders Series CONTEXT , INTRODUCTIONS, and ROLES: October-June 2026 Professional Learning Synchronous virtual sessions, Asynchronous virtual sessions (spring 2026), Face to Face Session (June 2026). All professional learning supported by funds through the Illinois State Board of Education. IL SCIENCE STEERING COMMITTEE Meagan Budke, ISBE Anji Garza, PD & Ed Service Director, ROE 47 (Tech, Chat) Heather Galbreath, 6th Grade Science Teacher Galesburg, IL Brian Gibbs, Educator, Bradley School District 61 Sarah Meador, Director of ROE Services, ROE 8 Dawn Novak, Professional Learning Designer, Northwestern University Nate Nugent, High School Science Teacher, Streator, IL Kristin Rademaker, Professional Learning Specialist, NSTA Misty Richmond, Middle School Science Teacher, CPS Richard Stokes, University of Illinois-Springfield Nicole Vick, Science Education Consultant You! Breakout Participant, Speaker Purpose & Desired Outcome Purpose To deepen your understanding of the Illinois Science Standards, build your capacity to teach science, and support greater student success. Desired Outcome By the end of this meeting we will have: ● Experience the science practice of Constructing Arguments from Evidence from a student perspective. ● Gather and analyze evidence from phenomena to develop clear, defensible claims. ● Engage in structured argumentation routines that support justification and reasoning. ● Deepen their understanding of how evidence-based explanations progress across grade levels. ● Identify scaffolds and instructional supports that strengthen students’ reasoning and discourse. ● Leave with CER tools, argumentation routines, and classroom-ready strategies to elevate student argumentation. Cameras on if possible Participate though chat, hands up feature, and breakout sessions Resist the temptation ● Take care of your own to multitask needs Participant Guidelines Please rename yourself and include your grade level. e.g. 2nd Grade, Anji Garza . What do we mean by Argumentation from Evidence? Stop & Jot What does argumentation from evidence mean to you? What does this look and/or feel like in the classroom? What do we mean by Argumentation from Evidence? Argumentation is a process for reaching agreements about explanationsand design solutions. In science: ● identify strengths and weakness around a line of reasoning ● evidence is formulated from a solid foundation of data ● re-examine own understanding after reviewing other’s evidence and feedback ● collaboration with peers to come to consensus to develop the best (working) explanation of a phenomenon National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. [https://doi.org/10.17226/13165](https://doi.org/10.17226/13165) What do we mean by Argumentation from Evidence? Argumentation is a process for reaching agreements about explanationsand design solutions. In engineering: ● peer collaboration to select most promising solution ● use systematic methods to compare alternatives including: ○ formulating evidence from testing data; ○ arguing from that evidence to defend a conclusion; ○ critically evaluate other’s ideas; and, ○ revise the design to achieve the best solution. National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. [https://doi.org/10.17226/13165](https://doi.org/10.17226/13165) What does this look like ina classroom? Elements of Argumentation 1. Evidence 2. Reasoning 3. Student Interaction 4. Competing Claims Evidence Reasoning This is what students need to support a claim ● Can include data, readingsand obs

FAQs

What is the purpose of Science Educators Session 6?

To deepen understanding of the Illinois Science Standards, build capacity to teach science, and support greater student success through evidence-based argumentation.

What learning outcomes are expected by the end of the meeting?

Educators will practice Constructing Arguments from Evidence, learn to gather and analyze evidence to develop defensible claims, and use structured argumentation routines and CER tools and strategies.

What does “argumentation from evidence” mean in science and engineering?

In science, it involves reaching agreements about explanations using evidence grounded in data and reasoning supported by scientific ideas. In engineering, it includes peer collaboration, comparing alternatives using testing evidence, defending conclusions, evaluating others’ ideas, and revising designs.

Oct 10, 2026

Uploaded by Grenda