In 2013, groups from 26 states and a 41-person writing team finalized a two-year project to revolutionize how teachers across America would teach and integrate instruction.
As a result, the STEM curriculum would be uniform over a broader population. One of the most significant side-effects of this adoption was that the science curriculum would now be aligned on a much larger scale than before. Of course, with any significant adoption, you will have many "accessories" accompanying it. Accessories include physical materials, digital materials, freelance materials, consumables, and graphic organizers, to name a few. One of these materials being used is the CER model. This model allows students to approach projects or problems with a more simplistic organization. This also allows an abridged look into the scientific process.
CER or "Claim, Evidence, Reasoning" is the structure that has flocked to organize thoughts throughout the learning process. Science teachers have adopted CER all over the United States. However, the application does not just stop at the lab beakers and Bunsen burners. CER is used across all subject matter. Over the years, CER has become a popular resource in the classroom as a simplistic yet versatile resource (click to download a blank CER worksheet ready to use in class).
Claim, Evidence, and Reasoning are the three subsets that make up a CER graphic organizer. Each subgroup has a comprehensive breakdown of what that subset entails. So, with a simplistic, broad, complete subset, it is essential to understand the inner workings of each section. Below is a breakdown of each subgroup:
Claim: This is a statement you believe to be accurate based on the question. This statement is meant to solve the question or problem. This is also when the student must ensure that the claim answers the question. It is also time to ensure that your claim is a complete sentence and gives a proper rationale or explanation.
Evidence: This is where you enter all your data and findings. Evidence is the area for research, investigations, numbers, collections, videos, and anything else that has been gathered to either support or deny the given claim. While this area is being investigated, a student must ensure that the evidence is relative to the claim. Another essential step in this process is ensuring no bias in the collected results. The data should not have an opinion. This area is typically tricky for students trying to show their intuitiveness.
Reasoning: Does the data support the claim? The reasoning is different from where the data is stated. Correlations are made about whether the claim is right or wrong. Have you started your evidence to support the claim? Did you record your findings in complete sentences?
CER simplifies the scientific method for new learners but can also be applied to the field of mathematics (CER in Math). Regardless of subjects, this skill does not come intrinsically. This skill needs to be explicitly modeled by the classroom teacher. "The CER format for writing explanations is not trivial for your students. You will need to introduce and model it for them explicitly. They will need support throughout the year as they get better at writing explanations." Eventually, repetition leads to retention, and using the process becomes second nature. Using this resource becomes an expectation.
There are eight different practices for NGSS. This is the walkthrough of the scientific method. CER is one way to organize these steps into a one-stop shop graphic organizer. The eight practices are:
Asking questions: This is the beginning of the process. This is where the problem is brought to the surface. This is also where students practice finding different questions that can be answered through the scientific method.
Designing models and using models: This is where students integrate engineering into their research. This is the beginning of the hands-on part of the process.
Investigation: This is the part where the student either works collaboratively or independently to gather data from the carrying out of the experiment. Data collection is a vital part of the process.
Data collection: is the process where students analyze data collected to find correlating data. Students can discover scientific patterns from their findings. Students use mathematical tools to calculate and record data.
Using math: Using mathematical tools is a vital step towards application. Math is heavily integrated into the scientific process. This is a great way to incorporate science into math lessons of math into science lessons.
Explanation: This is where the student would discuss their findings with the audience.
Argumentation: This is the part where students would defend their results and their research. Like a dissertation, the student must be prepared to present their data against questioning.
Communicating information: The last step is for students to share their findings after successful argumentation. They will gather their data and results and share them with other students.
With NGSS, students no longer have to memorize content from a book. They can use their hands to manipulate, build, take apart, and put back together while recording the process to share with their peers. This real-world application shows students the value of collaboration and collecting data. Students also learn how to speak publicly, using data they have managed to defend their work. As more and more students leave to go to alternative forms of education, they will be better prepared to apply learned skills to their line of work. Learning the process of getting to the bottom of a problem is an essential life skill. Essentially, this process levels the playing field for the next generation of scientists. NGSS is an evolving idea that is changing with the needs of every child. Learn more about How To Use Claim Evidence Response (CER) In Science Education.
Published 12/17/2022 - Staff Writer - New York Science Teacher