ABSTRACT
Engaging students in the science practice of constructing evidence-based claims through data analysis can facilitate children’s sensemaking, yet supporting this engagement is complex. Synthesizing research on science, science learning, and teacher education, this chapter describes the Supporting Evidence-Based Claims Framework which decomposes the teaching practice of supporting students to construct evidence-based claims through data analysis. The Framework serves as a lens to describe how a practice-based elementary teacher education program supported learning of this teaching practice. This chapter provides examples of how the program facilitated a cohort of 54 teachers in developing the teaching practice over time and discusses implications for continued development of professional learning opportunities.
