Walk into the science classrooms at Catalina Foothills High School and you won’t see rows of silent note-takers. In Kevin Duong’s room, for example, you’ll see a mini research community. One of his practices is running a scientist discussion circle, where students sit shoulder to shoulder, testing ideas, pressing for evidence, and refining their thinking together. Mr. Duong, CFHS Teacher Leader for Science Implementation, uses this method to help students practice the habits of real scientists.

In one class last week, the driving question is: How do we describe the motion of a Physics Buggy?
Front and center is a chart, Scientists’ Discussion Norms, with three anchors that give a framework to their conversation:

• Respectful — Our class is a safe place to share.
  
  

• Equitable — Everyone’s ideas and participation is valued.
  
  

• Focused on Reasoning — We learn and work together to figure things out.
  
  

Under those anchors and with Mr. Duong’s facilitation, students suggested concrete behaviors:

• We will not be overly critical or condescending.
  
  

• We will understand/accept different methods and conclusions.
  
  

• We will actually listen to each other.
  
  

• We will have the speaker rotate so that everyone has an opportunity to contribute.
  
  

• We will reference and recognize others’ ideas/thoughts.
  
  

• We will avoid/minimize side conversations.
  
  

• We will ask respectful questions.

How the Scientist Circle Works

Before the circle
Students analyze a stimulus—a driving question, a puzzling phenomenon, a lab data set, or a past AP FRQ—then arrive at an initial claim, evidence, and questions. Chairs are arranged in a large semi-circle, allowing everyone to see and speak to one another.

During the circle
Mr. Duong facilitates; students lead. The speaker rotates, classmates build on and challenge one another’s ideas, and claims must be tied to data, diagrams, or physical principles. Typical prompts:

• “What measurement would decide between these explanations?”
  
  

• “Which assumption changed when your diagram changed?”
  
  

• “Are we reporting this accurately and realistically—units, sig figs, uncertainty?”

Instead of chasing a single “right answer,” students compare multiple valid methods and use evidence to refine a shared class model.

After the circle
Students complete a quick reflection, revise diagrams/equations, and finish a short follow-up to show individual understanding.

Why It Matters

• Equity is engineered. Rotating speakers and explicit invitations bring every voice into the conversation and build upon ideas.
  
  

• Reasoning is visible. Claims, Evidence, and Reasoning live on the board, and students cite each other’s ideas by name.
  
  

• Accuracy becomes habit. Units, error, and limits are part of the story—not an afterthought.

You can extend your student’s learning at home by borrowing some of Mr. Duong’s techniques. Ask your student:

• “What claim did your group defend today, and what evidence convinced you?”
  
  

• “Did anyone propose a different method? How did you decide which fit the data best?”
  
  

• “How did your class make sure everyone was heard?”

In Mr. Duong’s room, students don’t just do physics; they practice science. When they learn to talk like scientists, they begin to think like scientists. CFSD is proud to spotlight instruction that cultivates curiosity, precision, and respect, fundamental skills that power success in every college and career pathway.