Thinking Like Scientists

Using the Nature of Science as a Metacognitive Tool

Erin E. Peters, NBCTWilliamsburg Middle School

erin_peters@apsva.us

Seeing the World in a Scientific Way “All knowledge, all science, thus aims

to grasp the meaning of objects and events. . . “ (John Dewey)

How can we get students to Construct meaningful frameworks?Think like scientists?

The Nature of Science There is

something special and unique about the discipline of science

What is scientific?

The Nature of ScienceLooking at the Nature of Science (NOS)

from three perspectives:Philosophy of science – principles

that guide scientists in investigationsPractical research about how NOS

is understood by teachers and taught in the classroom

National standards – resources for NOS

Philosophy of Science Most literature converges on 7 different aspects

of science 1. Scientific knowledge is tentative but durable2. Science has a creative and a subjective

component3. Historical, social and cultural factors influence

science4. Empirical evidence is used to support ideas

Philosophy of Science (cont.)

5. Science and technology impact each other but are not the same

6. Careful data recording is a habit of mind of scientists

7. Theories help to connect and explain scientific facts

(Resources to Read Handout)

Research about the Practical Side of NOS Implicitly teaching NOS through inquiry

has very little effect on students (Lederman, 1999 and Khishfe & Abd-El-

Khalick, 2002 ) Many of the interventions have had some

success, but it is somewhat limited (Bell, Lederman, Abd-El-Khalick, 2000)

Even when teachers have a deep understanding of NOS, it is difficult to transfer to classroom activities (Southerland, Gess-Newson & Johnston, 2003)

National Standards National Science Education Standards

Teaching Standards A, B, C, and E Professional Development Standard A and B Content Standard B

Benchmarks for Science Literacy Scientific World View Scientific Inquiry The Scientific Enterprise

So HOW do we teach NOS?Connect NOS to something we

already teach process skills

NOS ≠ process skillsNOS = WHY we do process skills

(Connections between NOS and Science Inquiry handout)

MetacognitionThe ability to think about and

evaluate your own way of knowing

Without metacognitive skills, students have difficulty becoming independent learners

Metacognition and NOS Using metacognitive prompts based

on NOS, we can help students develop an idea about how scientists operate

(NOS as Metacognition handout)

Two reasons to use metacognition and NOSResolves student conflict that

science is a rational endeavor, yet our scientific knowledge continues to change

Gives students opportunities to see science happening outside the classroom

ExampleSituation Application of NOS

Lab where many trials are recorded

Why are you recording multiple trials?

Making conclusions Name the specific observations on which you base your conclusions.

Collecting data Is you data organized to show a point?

Activity With the table, “Metacognitive Tools using

the Nature of Science” Talk with the person sitting next to you to

identify where you could place some of the questions in the lab “Determining Solubility”

Report out to the group

Ask yourself this . . . If students do not have an

understanding of the paradigms which scientists use to guide their ideas and investigations, how can students further their own learning when they leave our classes?

Website for more detailshttp://mason.gmu.edu/~epeters1or email me at Erin_Peters@apsva.us