What is a science seminar?
Advanced Science Seminar Session 1
Session Goals:
- Teachers will learn another activity, the science seminar, which engages students in argumentation.
- Within the context of a science seminar, teachers will apply the four elements of argumentation that students need extra support with: 1) Evidence; 2) Reasoning; 3) Student Interaction; and 4) Competing Claims).
Session Slides:
Advanced Science Seminar Session 1 PDF
Agenda
- Video: Introduction to Module
- Activity: Analyze transcript of science seminar, elements of argumentation
- Activity: Analyze transcript of science seminar, teacher role
- Session Takeaways
* Extension: Try it!
1. Video & Discussion: Science Seminar
Watch the video below, which introduces the science seminar.
Discussion Questions:
- How similar and different in the science seminar are teacher and student roles compared to your previous science instruction?
- How might a science seminar support student learning of science content?
- (If participants completed intro module) During the intro module, we covered four elements of argumentation that students may require extra support with. Which of these do you think a science seminar supports? Why?
2. Activity: Analyze transcript of science seminar, elements of argumentation
Watch the video of the science seminar (~11:00-15:23).
The task:
- After viewing the video, work in pairs or small groups to analyze the selected transcript to identify student use of the 4 elements of argumentation
Science Background:Three claims discussed in this science seminar.
1: The allele for fluorescence is dominant – cats need only one copy of it in order to glow.
2: The allele for fluorescence is non-dominant– cats need two copies of it in order to glow.
3: The allele for fluorescence is incompletely dominant – cats will glow with either one or two copies, but cats will glow more brightly with two alleles for fluorescence.
Discussion 1 about Transcript:
- Were the four “challenging elements” of argumentation visible in this student discussion? How?
- How do you envision a science seminar working in your classroom?
3. Activity: Analyze transcript of science seminar, teacher role
The task:
Work in pairs or small groups to analyze the selected transcript to identify strategies or cues used by the teacher (the role of the teacher).
Discussion 2 about Transcript:
- What did the teacher do/say during the science seminar? How did students respond?
- What worked well about this strategy?
- How can you envision yourself leading a science seminar with your students? What would you do well? What do you think would be a challenge for you?
4. Session Takeaways
- A science seminar allows students to grapple with the four challenging elements of argumentation. The science seminar prompts students and teachers to take on new roles in the classroom.
- The science seminar provides students with opportunities for argumentation and a deeper understanding of the content.
Extension: Try it!
- Reflect on current practice: If you have an opportunity, video tape a normal discussion in your classroom, bring in 5 minutes to review how interactive it is. (Note: Depending on the number of teachers participating in the next session, you may only ask teachers to discuss and not share the video due to session time constraints.)
OR
- Brainstorm: Is there anywhere in your curriculum/unit where you can see an opportunity to discuss potential claims in a science seminar? Bring in and share.
View Other Sessions
Advanced Science Seminar Agenda
| Session Name | Description | Length |
|---|---|---|
| Session #1: What is a science seminar? | This session introduces the science seminar, then explores how the science seminar encourages students to grapple with the four challenging elements of argumentation. | 45 minutes |
| Session #2: How do you prepare students for a science seminar? | This session explores how to prepare students for the science seminar and how to support student participation during the science seminar. | 45 minutes |
| Session #3: How do you conduct a science seminar? | This session introduces teacher and student roles during the seminar, and gives participants the opportunity to engage in a science seminar. | 45 minutes |
| Session #4: How do you support students writing a scientific argument after a science seminar? | This session explores how the science seminar can be leveraged to support student writing of science arguments. | 45 minutes |