Exploring Claim, Evidence and Reasoning in Science: A Comprehensive Guide

Introduction

Claim, evidence and reasoning (CER) is a concept used in science to evaluate the validity of scientific arguments. It is based on the idea that all scientific arguments should be supported by evidence and reasoned explanations. In other words, CER is a way of evaluating the strength of an argument by examining how well it is supported by evidence and how logically the evidence is used to support the conclusion. By understanding the basics of CER, scientists can develop better arguments and more reliable results.

Explaining the Basics of Claim, Evidence and Reasoning in Science

Before delving into the details of CER, let’s take a look at the basic definitions of each term:

What is a Claim? A claim is a statement or assertion about something that is either true or false. In science, claims are usually made about the results of experiments or observations.

What is Evidence? Evidence is any type of data or information that supports a claim. This can include observations, measurements, calculations, experiments, or even personal experiences.

What is Reasoning? Reasoning is the process of using logic and evidence to form conclusions. In science, reasoning is used to draw conclusions from evidence and explain why those conclusions are valid.

Breaking Down the Three Pillars of Scientific Argumentation

Now that we have a basic understanding of what CER is, let’s take a closer look at its three components: claim, evidence, and reasoning.

Claim

The first component of a scientific argument is the claim. A claim is a statement or assertion about something that is either true or false. Claims can be based on observations, experiments, or theoretical models. Here are some components of a claim:

• A clear, concise statement of the claim
• An explanation of why the claim is being made
• A prediction about what will happen if the claim is true

There are two types of claims: positive claims and negative claims. Positive claims make assertions about something that is true, while negative claims make assertions about something that is false. For example, a positive claim might be “Plants need light to photosynthesize,” while a negative claim might be “Plants do not need light to photosynthesize.”

Examples of claims include:

• “DNA is the genetic material of living organisms.”
• “The Earth is round.”
• “Gravity is a force of attraction between two objects.”

Evidence

The second component of a scientific argument is evidence. Evidence is any type of data or information that supports a claim. There are several types of evidence that can be used to support a claim, such as observations, measurements, calculations, experiments, or personal experiences. Examples of evidence include:

• Observations (e.g. plants turning toward the sun)
• Measurements (e.g. the size of a plant leaf)
• Calculations (e.g. the amount of energy released during a chemical reaction)
• Experiments (e.g. testing the effect of different temperatures on plant growth)
• Personal experiences (e.g. the feeling of weightlessness when falling)

Evidence can come from a variety of sources, such as textbooks, journal articles, lab reports, or even personal experience. When evaluating evidence, it is important to consider the source of the evidence and determine whether it is reliable.

Reasoning

The third component of a scientific argument is reasoning. Reasoning is the process of using logic and evidence to form conclusions. In science, reasoning is used to draw conclusions from evidence and explain why those conclusions are valid. There are two types of reasoning: inductive reasoning and deductive reasoning.

Inductive reasoning uses evidence to form general conclusions. For example, if a scientist observes five plants growing in the same environment, they may conclude that all plants need light to grow. Deductive reasoning uses general principles to form specific conclusions. For example, if a scientist knows that all plants need light to grow, they may conclude that a particular plant needs light to grow.

When evaluating reasoning, it is important to consider whether the conclusion follows logically from the evidence provided. If it does not, then the reasoning is flawed and the conclusion may be invalid.

A Comprehensive Guide to Claim, Evidence and Reasoning in Science

Now that we understand the basics of CER, let’s take a look at how it can be used in scientific inquiry. Here is a comprehensive guide to developing, constructing, analyzing, and crafting scientific arguments:

Developing Arguments

When developing a scientific argument, the first step is to make a claim. The claim should be clear, concise, and supported by evidence. Once the claim has been made, the next step is to collect evidence that supports the claim. This evidence can come from a variety of sources, such as textbooks, journal articles, lab reports, or personal experience.

Constructing a Logical Argument

Once the evidence has been gathered, the next step is to construct a logical argument. This involves using the evidence to support the claim and explain why the claim is valid. This can be done using inductive or deductive reasoning. Inductive reasoning uses evidence to form general conclusions, while deductive reasoning uses general principles to form specific conclusions. It is important to make sure that the argument is logically sound and that the conclusion follows logically from the evidence provided.

Analyzing Arguments

When analyzing arguments, it is important to examine the claim, evidence, and reasoning used to support the argument. The claim should be clear and concise, and the evidence should be reliable and relevant. The reasoning should be logical and the conclusion should follow logically from the evidence. If any of these elements are missing or flawed, then the argument may be invalid.

Crafting Counterarguments

Counterarguments are arguments that challenge or refute the original argument. When crafting counterarguments, it is important to consider the original argument and the evidence and reasoning used to support it. Then, create an alternative argument using different evidence or reasoning. This will help to strengthen the original argument by showing that it can withstand criticism.

Understanding the Role of Claim, Evidence and Reasoning in Scientific Inquiry

In addition to developing and analyzing arguments, CER also plays an important role in scientific inquiry. Here is a look at how CER is used in hypothesis testing, data analysis, and experimentation:

The Role of Hypothesis Testing

Hypothesis testing is the process of using a claim, evidence, and reasoning to test a hypothesis. The claim is the hypothesis being tested, the evidence is the data collected, and the reasoning is used to analyze the data and draw conclusions. This process helps scientists to determine if the hypothesis is true or false.

The Role of Data Analysis

Data analysis is the process of collecting, organizing, and interpreting data. During this process, scientists use CER to make sense of the data and draw conclusions. The claim is the conclusion being drawn, the evidence is the data being analyzed, and the reasoning is used to interpret the data and explain why the conclusion is valid.

The Role of Experimentation

Experimentation is the process of conducting experiments to test hypotheses. During this process, scientists use CER to design experiments, collect data, and draw conclusions. The claim is the hypothesis being tested, the evidence is the data collected during the experiment, and the reasoning is used to analyze the data and explain why the conclusion is valid.

Analyzing the Impact of Claim, Evidence and Reasoning on Science Education

CER is not only used in scientific inquiry, but also in science education. Teaching students the basics of CER can help them to develop better arguments and more reliable results. Here is a look at how CER can be used to assess student learning, enhance student engagement, and foster critical thinking skills:

Assessing Student Learning

CER can be used to assess student learning by examining their ability to develop and analyze arguments. Students can be asked to present arguments based on evidence and explain why the evidence supports the claim. This can help teachers to identify areas where students need more support and provide targeted instruction.

Enhancing Student Engagement

Teaching students the basics of CER can help to enhance student engagement by providing them with a structured approach to problem solving. Students can practice developing and analyzing arguments, which can help them to become more confident in their ability to think critically and solve problems.

Fostering Critical Thinking Skills

Using CER to teach science can help to foster critical thinking skills. By teaching students to think critically and analyze arguments, they will be better equipped to make informed decisions and solve complex problems. According to a study conducted by the American Educational Research Association, “the use of CER in the classroom helps students to gain skills in argumentation, which can lead to improved critical thinking.”

Conclusion

In conclusion, CER is a powerful tool for evaluating the strength of scientific arguments. By understanding the basics of CER, scientists can develop better arguments and more reliable results. CER can also be used to assess student learning, enhance student engagement, and foster critical thinking skills. Therefore, it is an essential part of scientific inquiry and science education.