Science Literacy

COVID-19: Data vs Evidence

The practice and the promulgation of science, its ideas, and knowledge acquired about how the biotic and abiotic world works depend significantly on what words are chosen to communicate scientific ideas, methods, thought, and information. This blog post looks at how a recently published NY Times article on the growing evidence that the SARS-CoV-2 virus can be transmitted via the air can be used in the classroom to promote discussion and challenge students to think about the distinction between data and evidence. If applicable, it could be expanded to also include the difference between opinion and information, if desired.

Peer Editing

One aspect of Argument Driven Inquiry that has not been discussed here is the peer editing piece. I have succesfully tried it out with my own students.