How to define attributes
Scientists have to specify the attributes they care about and describe what they see so that others see the same thing. This often includes asking, “What do we mean by...” (e.g., size, force, health) and differentiating or bounding attributes. Engaging students in the work of specifying what they mean, and trying to understand what others mean, provides a context for engaging with each other’s ideas and helps them develop more specific descriptions of important attributes.
A closer look at uncertainty in the classroom
[Coming Soon]
Instructional moves to support this form of uncertainty
Regularly asking questions like, “What do you mean by…” as students are presenting or sharing evidence.
Having materials and student representations available as students are sharing evidence. This helps audience members see an attribute in a different way.
Listening for students’ “what do you mean” questions and providing support to unpack them.
Keeping visual and tactile representations of attributes visible in the classroom and engaging students in developing and refining these. For example, you might develop a “properties of materials” chart with materials that are rough, smooth, and soft taped to them or develop a chart with different size terms (height, width, volume, weight) that includes pictures and units.
Where else does this form of uncertainty come up?
Explore Related Cases
Other Ways to Learn More
Explore the Claims and Evidence Conversation Tool to consider how investigators move from observations to evidence.
