Chapter 1: What Is Science?

Chapter 1: What Is Science?

Central concepts: Children’s perceptions of science vary and often are inaccurate

Considerable improvements in science achievement have been made over the past decade, yet present conditions and majority of teaching practices limit achievement gains for females and minority groups

Science is a dynamic human enterprise, not a static construct

Essential elements must be include in lessons for effective teaching and learning.

As defined, science consists of three interrelated components - Attitudes, Processes and Knowledge

”Whole science" represents the interrelationship of all three components

National Science Education Standards advocate scientific literacy for all learners through a whole science philosophy and teaching approach

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Children’s PerceptionsChildren’s Perceptions

Science is ... “Real hard. Harder than reading. We aren’t allowed to have it in kindergarten.”

(Antonio - K)

“After lunch sometimes when there is nothing else to do.” (Shawna, 1st)

“Children can’t be scientists until they are older.” (first grader)

“When you smoke cigarettes and get cancer it is because of science.” (Nancy, 1st)

“We just read a book. I think you get it in junior high....” (William, 3rd)

“Children can be scientists and really good ones, too!” (third grader)

“It depends on what grade you’re in and who your teacher is.” (Greg, 5th)

“Supposed to be about learning how we learn about the world and how to use the scientific method in thinking. I know because my dad is a scientist and he keeps asking me when we’re going to learn that in science. I just tell him that we haven’t gotten to it yet.” (Doreen, 6th)

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Children’s Perceptions, cont.Children’s Perceptions, cont.

Draw a scientist, compare to Figure 1.1 and answer:

Who are scientists? Is the following True of your drawings?

“Scientists are ...

... middle aged white males who wear lab coats and glasses. Their peculiar facial features are indicative of their generally deranged behavior. They work indoors, alone, perhaps underground, surrounded by smoking test tubes and other pieces of technology. An air of secrecy and danger surrounds their work.”

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Achievement (according to NAEP data)Achievement (according to NAEP data)

Grades 4 & 8 mostly stable for past decade (NAEP data)

Scoring above “proficient”: 29% 4th grade, 32% 8th grade

Grade 8 student in 90th percentile show modest improvements

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Gender (according to NAEP data)Gender (according to NAEP data)

Males achieve higher than females in grades 4 and 8

Achievement gap widens over time and favors males

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Race/Ethnicity (according to NAEP data)Race/Ethnicity (according to NAEP data)

Average scores of White learners at all grade levels continue to be higher than Black, Hispanic, or American Indian peers.

Score gap between White learners and Black and Hispanic learners has not grown since 1996.

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Effective Teaching and LearningEffective Teaching and Learning

Key factors, according to teachers, to help all learners:

Content that is significant and worthwhile (standards-based).

Engaged learning through purposeful interaction.

Learning environment - respectful and rigorous

Access for all learners via adjusted instruction.

Skillful uses of questioning to enhance conceptualization.

Making sense by making intellectual connections.

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Science …Science …

Is a human construct and human activity. Is bound by history. Changes over time. Has theories that based on empirical evidence. Has a knowledge base that is not absolute. Has methods that change over time. Deals in abstractions and ideas. Has research agendas that are influenced by social

interests and policy. To be learned, requires attention and intellectual

engagement.

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What is Science?What is Science?

Science is a concept constructed from human thoughts and actions. Humans are driven by our curiosity and our need to know. The ways we seek help us to make the discoveries of science.

Science is the interrelationship of

three factors: attitudes, processes, and knowledge.

AttitudesAttitudes

Emotional attitudes arise from natural curiosity.

Intellectual attitudes arise from positive learning experiences and require advances in mental development.

See Table 1.1

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Curiosity

Skepticism

Open-mindedness

Objectivity

Positive Approach to Failure Avoidance of

Gullibility

Scientific AttitudesScientific Attitudes

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Observing

Classifying

Measuring 22

Scientific Processesinclude Basic Skills such as:

Scientific Processesinclude Basic Skills such as:

Reference: Table 1.2

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Hypothesizing

Scientific Processesinclude Integrated Skills such as:

Scientific Processesinclude Integrated Skills such as:

If ... Then ...

Reference: Table 1.2

Experimenting

Investigating

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Facts Concepts Principles Theories

Science Knowledge includes:Science Knowledge includes:

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Whole ScienceWhole Science

Formula from the National Science Education Standards:

Whole Science = Attitudes

+ Processes

+ Knowledge

Whole Science Scientific Literacy

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Aims of Standards & Research-Based ReformAims of Standards &

Research-Based Reform

Engage and guide learners; meaningful content

Share responsibility for learning with children Adapt the curriculum for authentic learning Assess progress in multiple ways Maintain a science safe environment

Use questions to excite, motivate and sustain

Support learning for all children

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