What is a science seminar?

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).

Agenda

Materials
  1. Video: Introduction to Module
  2. Activity: Analyze transcript of science seminar, elements of argumentation
  3. Activity: Analyze transcript of science seminar, teacher role
  4. Session Takeaways
      * Extension: Try it!
  1. Detailed agenda for facilitator
  2. Argumentation Elements Handout
  3. Glowing Cats Science Seminar Transcript

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. 
* Note: This pedigree was viewed by students in the video of the science seminar, above. 
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.