Northern Illinois University The Nature of Science

Northern Illinois University Learning Objectives u u Identify and explain common myths of science u u Identify and implement instructional changes advocated by the National Science Education Standards u u Identify the process skills of science u u Identify attitudes consistent with scientific investigation u u Implement science process skills into a thematic unit

Northern Illinois University What Science is Not u u Science does not find the answers to questions u u Science does not state cause u u Sample is irrelevant to science u u Evidence, in science, can definitely confirm a hypothesis u u Scientists are always open to new ideas

Northern Illinois University What Science is Not u u Peer acceptance of results is unimportant in science u u Science operates independently of society u u Science precedes technology u u Science and technology are driven by the same goals u u Ethical questions are the same for science and technology

Northern Illinois University What Science Is.... u u Processes u u Content u u Attitudes u u An “analysis of physical reality” u u A means to a better explanation of the world around us

Northern Illinois University Process Skills Frames adapted from those prepared by Stephen Wallace for CWC Staff Development Project

Northern Illinois University Process versus Content u u Issues in Science Teaching u u Is Science a process or content?

Northern Illinois University National Science Education Standards u u Increasing emphasis on.... u u Understanding concepts and developing abilities of inquiry u u Learning subject matter and process skills in context u u Integrating science content u u Studying a few fundamental topics

Northern Illinois University National Science Education Standards u u Investigations over extended length of time u u Using multiple skills u u Science as argument and explanation and using evidence and strategies for developing or revising an explanation u u Communication of findings u u Managing ideas and information

Northern Illinois University Scientists’ Attitudes u u Fascination with the world u u Humility and skepticism u u Thinking positively about “failure” u u Change and uncertainty u u Guarding against oneself u u Struggling for objectivity

Northern Illinois University Processes of Science u u Observing u u Communicating u u Classifying u u Measuring u u Relating Objects in Space and Time u u Predicting u u Inferring

Northern Illinois University Processes of Science u u Controlling Variables u u Defining Operationally u u Experimenting u u Discrepant Events

Northern Illinois University Observing u u Qualitative – –Using the five sense to describe and collect data u u Quantitative – –Use instruments such as balance, rule, clock, and graduated cylinder – –Consider the variable time to expand data collection

Northern Illinois University Communication u u Graphs u u Charts u u Maps u u Photographs u u Pictures u u Diagrams u u Reports

Northern Illinois University Classifying u u Arbitrary u u Abstraction of a quality u u Types of classification systems – –Binary System – –Multistage

Northern Illinois University Measuring u u Determination of extent, dimensions or quantity by comparing to a unit of measure u u Children master this skill through repetitions u u Use the SI (metric) system

Northern Illinois University Relating Objects in Space and Time u u Symmetry u u Motion u u Rate of Change u u Conceptualization of size of objects viewed through microscope/telescope

Northern Illinois University Predicting u u Forecasting a future event

Northern Illinois University Inferring u u A tentative explanation of an observation u u Makes use of inductive reasoning--multiple observations for a set of events lead to the statement of a rule

Northern Illinois University Controlling Variables u u Three variables – –Independent – –Dependent – –Controlled

Northern Illinois University Defining Operationally u u A statement defining variables and procedures u u Used to narrow the possibilities in interpretations

Northern Illinois University Experimenting u u Used sparingly u u Not to be confused with “activities” u u Involves the testing of a formal hypothesis u u May incorporate many of the previous skills

Northern Illinois University Experimenting u u State a question u u Form an hypothesis u u Operationally define variables u u Design a test of the hypothesis u u Perform the test and collect the data u u Organize and interpret data u u State a conclusion u u Report the conclusion

Northern Illinois University Discrepant Events

Northern Illinois University References u u Callery, M. L. and Koritz, H. G. (1993). Ten Myths of Science. Journal of College Science Teaching, 22, 3,   Carin A. A. (1997). Teaching Modern Science. Upper Saddle River, NJ: Merrill.