Abstract
The Next Generation Science Standards call for science teachers to integrate engineering into science instruction. Many teachers address this using integrated STEM units built around engineering design challenges. An important challenge in these units is making sure that students draw meaningful connections between their science learning and the engineering design challenges. In this talk, I will share a framework for evidence-based reasoning, based on the claim-evidence-reasoning framework, that I use to support students in explaining how their engineering design decisions are supported by their science learning. I will also share research on integrated STEM instruction that informed the design of this framework as well as how I apply it in my classroom. When using this framework, I have found students see the engineering design challenges as a meaningful opportunity to apply their science learning.
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