Speaker
Description
In establishing student-centered learning environments, educators look for ways to prompt student-directed exploration, rich and authentic discourse, and collaborative peer instruction, while eliciting evidence of student learning. The Claim-Evidence-Reasoning (CER) writing framework can help classrooms normalize effective student-centered science activities. This presentation offers educators a strategy in a student-centered environment that uses Force Concept Inventory (FCI) misconceptions to quickly guide students to make a claim, puts visual accelerometers into students’ hands to help them to quickly explore and present evidence, and consequently, give students more time to craft their scientific reasoning that ties the claim and evidence together and contributes to their enduring conceptual understanding.
