Constructing Explanations
Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading.
K-12 Progressions
from NGSS Appendix F: Science and Engineering Practices in the NGSS
| K-2 | 3-5 | 6-8 | 9-12 |
|---|---|---|---|
| Constructing
explanations and
designing solutions in
K–2 builds on prior
experiences and
progresses to the use of
evidence and ideas in
constructing evidence based
accounts of
natural phenomena and
designing solutions.
• Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. |
Constructing explanations
and designing solutions in
3–5 builds on K–2
experiences and progresses
to the use of evidence in
constructing explanations
that specify variables that
describe and predict
phenomena and in
designing multiple
solutions to design
problems.
• Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard). • Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. • Identify the evidence that supports particular points in an explanation. |
Constructing explanations and
designing solutions in 6–8 builds on K–
5 experiences and progresses to include
constructing explanations and designing
solutions supported by multiple sources
of evidence consistent with scientific
ideas, principles, and theories.
• Construct an explanation that includes qualitative or quantitative relationships between variables that predict(s) and/or describe(s) phenomena. • Construct an explanation using models or representations. • Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. • Apply scientific ideas, principles, and/or evidence to construct, revise and/or use an explanation for realworld phenomena, examples, or events. • Apply scientific reasoning to show why the data or evidence is adequate for the explanation or conclusion. |
Constructing explanations and designing
solutions in 9–12 builds on K–8
experiences and progresses to explanations
and designs that are supported by multiple
and independent student-generated sources
of evidence consistent with scientific
ideas, principles, and theories.
• Make a quantitative and/or qualitative claim regarding the relationship between dependent and independent variables. • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. • Apply scientific ideas, principles, and/or evidence to provide an explanation of phenomena and solve design problems, taking into account possible unanticipated effects. • Apply scientific reasoning, theory, and/or models to link evidence to the claims to assess the extent to which the reasoning and data support the explanation or conclusion. |
Introduction to SEP6: Constructing Explanations
from NGSS Appendix F: Science and Engineering Practices in the NGSS
The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanation:
“The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)
An explanation includes a claim that relates how a variable or variables relate to another variable or a set of variables. A claim is often made in response to a question and in the process of answering the question, scientists often design investigations to generate data.
The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions. This practice is described in the Framework as follows.
Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur.
In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a theory in science. Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation. (NRC Framework, 2012, p. 68-69)
Performance Expectations Associated with SEP6: Constructing Explanations
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