What Do Scientists Really Do? How different is the real world of science from science education in a classroom? ACTIVITY: (for pairs) Sort a stack of cards into 2 columns based on your sense of whether their statements represent ‘what scientists do’ versus ‘what students do in a typical science classroom.’ Use the blank cards to annotate your sort, as another group will visit your table in a Gallery Walk. PREPARE THE ACTITITY: 1. Find the PowerPoint file: “What Scientists Really Do.ppt” – print as HANDOUT, 6 slides per page. 2. If possible copy in a variety of paper color – this allows patterns in the layout to be readily evident visually. 3. Copy them so that each pair or trio of participants has a set. 4. Cut them into cards and shuffle well. Say: “An important principle in the “new vision for science education” is that as much as feasible students use practices typical of practicing scientists. This is what it should mean to “Do” science. This will help students develop authentic proficiencies in science. In this card sorting activity you will decide if a particular action is typical of a scientist or students in a science classroom.” Direct participants to the instructions on the screen. Give them 10 minutes to complete the sort. It’s helpful to use an onscreen timer. --Some groups may start to sort based on ‘what should be’ rather than their sense of ‘what is typical.’ Listen for this and redirect them to intent of the prompt. --Some groups may feel like there is a grey area where activities occur in both domains, the blank cards allow them to create a new column, or customize their solution. This is where an annotation is critical. After the allotted time, direct groups to shift to another groups sort. Prompt them to leave a note about their thoughts regarding their solution. Afterward you can show the spreadsheet to reveal the answers (file name: “What Scientists Really Do-Key.doc”) and give them another excerpt from Ready, Set, Science to be fully read ON THEIR OWN TIME (file name: “What Scientists Really Do.doc”). As a wrap up, ask groups to consider this question: “How should we change our curriculum so that student activities more closely approximate what real scientists do? Limit the conversation to the allotted time, but be sure these points are part of the summary: -use content to generate questions and inform experimental design -generate evidence that will shape or refine models and explanations -there is no single scientific method, rather, many approaches and tools are used to pursue questions -science is a social enterprise where (based on evidence) ideas are productively discussed and critiqued by groups. Also, mention that these practices are included in the DRAFT Conceptual Framework for Science Education, with a very big emphasis on Modeling. During the Gallery Walk, leave a comment for the group(s) you visit. 1

SCIENTISTS

SCIENCE STUDENTS

They identify questions that lead to scientific explanations of natural phenomena. Scientists 4

They consume the facts, and the ideas of science without a thorough exploration of the evidence that supports it. Science students 5

Rather than strictly follow a prescribed ‘scientific method,’ a wide array of methods are developed and used to pursue questions. Scientists 6

They use a universally accepted scientific method to define the process for pursuing questions. Science Students 7

In essence, they perceive science as a powerful way of thinking which provides them thrilling opportunities to engaging in fascinating questions and puzzles. Scientists 8

In essence, they perceive science as a huge body of complicated knowledge. Science Students 9

They rely heavily on an understanding of standards of evidence and rules of logic. Scientists 10

They rely heavily on their ability to remember facts and terminology as they strive to comprehend or deduce the accepted correct answers to scientific questions. Science Students 11

They use a range of techniques to collect data systematically and a variety of tools to enhance their observations, measurements, data analyses and representations. Scientists 12

They participate in experiments that always involve directly observable, controlled and independent variables. They present results mainly in tables, line graphs and bar graphs. Science Students 13

They frequently talk and collaborate with their colleagues, both formally and informally. They exchange e- mails, engage in discussions at conferences, and present and respond to ideas via publications in journals and books. Scientists 14

Their discussions with colleagues center on understanding set logistics and procedures and on the acceptable answers to questions given to them. Science Students 15

They typically share credit for results because they depend on one another for ideas, perspectives and productivity. Scientists 16

They are independently accountable for comprehending ideas and production of reports. Science Students 17

They hold data and evidence in a primary position in deciding any issue. Scientists 18

They receive explanations from authorities such as books and experts. Science Students 19

They modify or abandon accepted explanations when new, well-founded data conflict with a hypothesis or theory. Scientists 20

When experimental results don’t support an accepted explanation, they assume there was an error in the experiment. Science students 21