Northern Illinois University The Nature of Science.
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Transcript of Northern Illinois University The Nature of Science.
Northern Illinois UniversityNorthern Illinois University
The Nature of Science
Northern Illinois UniversityNorthern Illinois University
Learning Objectives
Identify and explain common myths of science Identify and implement instructional changes
advocated by the National Science Education Standards
Identify the process skills of science Identify attitudes consistent with scientific
investigation Implement science process skills into a thematic
unit
Northern Illinois UniversityNorthern Illinois University
What Science is Not
Science does not find the answers to questions
Science does not state cause Sample is irrelevant to science Evidence, in science, can definitely confirm
a hypothesis Scientists are always open to new ideas
Northern Illinois UniversityNorthern Illinois University
What Science is Not
Peer acceptance of results is unimportant in science
Science operates independently of society Science precedes technology Science and technology are driven by the same
goals Ethical questions are the same for science and
technology
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What Science Is....
Processes Content Attitudes An “analysis of physical reality” A means to a better explanation of the
world around us
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Process Skills
Frames adapted from those prepared by Stephen Wallace for CWC Staff
Development Project
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Process versus Content
Issues in Science Teaching Is Science a process or content?
Northern Illinois UniversityNorthern Illinois University
National Science Education Standards
Increasing emphasis on.... Understanding concepts and developing abilities
of inquiry Learning subject matter and process skills in
context Integrating science content Studying a few fundamental topics
Northern Illinois UniversityNorthern Illinois University
National Science Education Standards
Investigations over extended length of time Using multiple skills Science as argument and explanation and using
evidence and strategies for developing or revising an explanation
Communication of findings Managing ideas and information
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Scientists’ Attitudes
Fascination with the world Humility and skepticism Thinking positively about “failure” Change and uncertainty Guarding against oneself Struggling for objectivity
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Processes of Science
Observing Communicating Classifying Measuring Relating Objects in Space and Time Predicting Inferring
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Processes of Science
Controlling Variables Defining Operationally Experimenting Discrepant Events
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Observing
Qualitative– Using the five sense to describe and collect data
Quantitative– Use instruments such as balance, rule, clock,
and graduated cylinder– Consider the variable time to expand data
collection
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Communication
Graphs Charts Maps Photographs Pictures Diagrams Reports
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Classifying
Arbitrary Abstraction of a quality Types of classification systems
– Binary System– Multistage
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Measuring
Determination of extent, dimensions or quantity by comparing to a unit of measure
Children master this skill through repetitions
Use the SI (metric) system
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Relating Objects in Space and Time
Symmetry Motion Rate of Change Conceptualization of size of objects viewed
through microscope/telescope
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Predicting
Forecasting a future event
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Inferring
A tentative explanation of an observation Makes use of inductive reasoning--multiple
observations for a set of events lead to the statement of a rule
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Controlling Variables
Three variables– Independent– Dependent– Controlled
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Defining Operationally
A statement defining variables and procedures
Used to narrow the possibilities in interpretations
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Experimenting
Used sparingly Not to be confused with “activities” Involves the testing of a formal hypothesis May incorporate many of the previous skills
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Experimenting
State a question Form an hypothesis Operationally define variables Design a test of the hypothesis Perform the test and collect the data Organize and interpret data State a conclusion Report the conclusion
Northern Illinois UniversityNorthern Illinois University
Discrepant Events
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References
Callery, M. L. and Koritz, H. G. (1993). Ten Myths of Science. Journal of College Science Teaching, 22, 3, 154-157.
Carin A. A. (1997). Teaching Modern Science. Upper Saddle River, NJ: Merrill.