* Probing Deep Understanding*

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Probing Deep Understanding

Mechanics

• Clipboard Method

The Frame

       To find the frame Click HERE

Strategies

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The 'Generating Arguments' Models have been published in several articles in NSTA's Science Teacher, (references below). These are great to use to engage students in co-constructive dialogs.  The problem is that my students tend to be reluctant to write about their thinking unless they are given more than just prompts.  They need physical frames to help guide them. I've used the articles and considered my students needs to facilitate my construction of a 3-dimensional frame.

First individuals can use the frame to build their set of understandings and write their own story, next, they work with their partner using the same construct but this time they will compare the similarities and differences of both their stories. When next the group engages in using the frame; they will use a similar process of co-construction producing a group story.  
When at last the whole class meets to discuss each groups’ interpretation they may be able to forge new meanings that combines all accounts into an acceptable story. Properties of this frame will perhaps deliver a co-constructed class consensus that is based on conversions and recognition of similarities and differences in us all. Additionally if students can bridge that gap to build a new story that is currently acceptable to all members then they have learned about the nature of science concepts and their capacity to change.

Sampson, V., and J. Grooms. 2010. Generate an Argument: An Instructional Model. The Science Teacher 77(5):32-37.

Sampson, V., J. Grooms, and J.Walker.2009. Argument-driven inquiry. The Science Teacher76(8):42-47.

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