Spark Science Dialogue with Claim, Evidence, Reasoning (CER) and Other Strategies

Getting students to engage in meaningful discussions about science phenomena—beyond a quick, “Yeah, that’s cool!”—can be challenging.

In today’s world, where communication is often dominated by short texts and social media exchanges, students may struggle to dive into deep, collaborative conversations.

It’s time to shift this paradigm and teach students the skills needed for critical thinking, meaningful dialogue, and confident expression.

When students discuss science phenomena, they not only explore concepts but also share personal experiences and cultural connections. These conversations foster a sense of belonging and connection, showing students how their unique perspectives enrich the scientific process and build a richer learning environment.

Making Connections Through the Language of Science

Every student brings their own background, culture, and lived experiences into the classroom. By connecting these narratives to science phenomena, teachers create opportunities for all voices to be heard and valued.

Encouraging students to relate phenomena to their communities or cultures not only deepens understanding but also broadens perspectives for the entire class.

For instance, a lesson on weather phenomena might spark discussions about hurricanes in coastal regions or droughts in arid areas. Students could share stories of how these events have affected their families or communities, fostering empathy, demonstrating how science impacts lives worldwide, and identifying ways to enact local change through science.

These shared experiences highlight the interconnectedness of science and culture, helping students see their role in the larger scientific conversation.

What Is the Claim-Evidence-Reasoning Strategy?

The Claim-Evidence-Reasoning (CER) strategy is a framework used in science instruction to help students construct logical and well-supported explanations and discussions.

Phenomena-based learning naturally stimulates curiosity and invites these discussions. A simple yet engaging phenomenon—like the way plants lean toward sunlight or why certain materials conduct electricity—can ignite student-led conversations.

To guide these discussions, incorporate the CER strategy as follows:

1. Claim: Encourage students to make a statement or hypothesis about the phenomenon.
2. Evidence: Have students use data or observations to support their claim.
3. Reasoning: Guide students to explain how their evidence connects to the claim, using scientific principles.

This framework not only strengthens critical thinking but also ensures all students have a structured way to participate, helping quieter students feel more confident contributing.

For example, when exploring why ice melts faster on metal than on plastic, students might:

• Make a claim about heat transfer.
• Provide evidence from observations or experiments.
• Use reasoning to connect the evidence to the scientific principle of thermal conductivity.

By tying phenomena to real-world applications and personal experiences using the CER strategy, students see the relevance of science in their lives and communities.

Student-Led Conversations: Building Confidence and Collaboration

A classroom culture that encourages student-led discussions helps build confidence and collaboration. When students work together to explore phenomena, they:

• Respect differing viewpoints.
• Use evidence to support their ideas.
• Connect their experiences to the topic at hand.

These discussions empower students to take ownership of their learning, fostering skills like teamwork, active listening, and critical thinking. When students realize their ideas matter, they feel valued and motivated to engage in meaningful conversations.

For many students, however, presenting ideas can be intimidating. To help them succeed, provide guidance on effective communication. Remind presenters to:

• Think before speaking—what do they want to convey?
• Speak clearly, loudly, and with purpose.
• Use evidence to support their ideas.
• Credit peers for their contributions and build on those ideas.

Encourage listeners to actively engage by:

• Listening attentively and showing understanding with nonverbal cues like nodding.
• Waiting their turn to ask thoughtful, respectful questions.
• Avoiding interruptions or distracting behaviors.

Modeling Constructive Feedback

Feedback is an essential part of learning. Teach students to provide feedback that is both respectful and constructive. Model sentence stems like:

• “I thought I heard you say... Is that correct?”
• “Can you give another example to clarify?”
• “What would happen if…?”
• “Your results are interesting—how might you double-check their accuracy?”

By fostering a culture of constructive feedback, students learn to view critiques as opportunities for growth rather than personal criticism.

Creating a Connected Classroom Environment

A chatty classroom is a learning classroom—especially when the conversations are connected and focused. Celebrate the laughter, the challenging of ideas, and the “aha!” moments that emerge from these discussions.

When students share their unique perspectives, they learn that science is for everyone. They see themselves as part of a larger scientific community and begin to understand how their voices contribute to solving global challenges.

Through phenomena-based learning and structured communication strategies like CER, educators can ensure that every student has a seat at the table. These are the future scientists, engineers, and innovators who will shape our world. Let’s give them something to talk about—and make sure everyone’s voice is heard.

Looking for a new K-8 science program?

Contact your Savvas account manager to inquire about a free dry-erase CER poster and learn how our new Experience Science™ K–8 program integrates student conversation prompts to support scientific thinking. Savvas.com/contact