Nature of Science Nov

 Share thoughts, resources, and experiences on this issue  Create a shared language for terms so that we can apply and reinforce definitions in future content- based activities  Determine how to address student misconceptions regarding the nature of science  Discuss whether and how to implement the Nature of Science within workshops

 5 minutes: Initial feedback from all: is this something that you integrate in your lessons already? Is it a stand-alone or introduction at the beginning of the year? Is it addressed in the curriculum?  20 minutes: Review the Probes on “Science,” “Hypothesis,” and “Theory” together, to help build shared vocabulary and unify various understandings of the Nature of Science  10 minutes: Discuss common student misconceptions  5 minutes: Discuss language we use, terms that reinforce misconceptions  20 minutes: Group Discussion and Brainstorming

 is this something that you integrate in your lessons already?  Is it a stand-alone or introduction at the beginning of the year?  Is it addressed in the curriculum?

_____ A. A statement that can be tested _____ B. A guess made before any observations are conducted _____ C. A question asked at the beginning of an investigation _____ D. A statement that may lead to a prediction _____ E. Used to prove whether something is true _____ F. Eventually becomes a theory, then a law _____ G. May guide an investigation _____ H. Used to decide what data to pay attention to and seek _____ I. Can be developed using imagination and creativity _____ J. Must be in the form of “if…then…”

__X__ A. A statement that can be tested _____ B. A guess made before any observations are conducted _____ C. A question asked at the beginning of an investigation __X__ D. A statement that may lead to a prediction _____ E. Used to prove whether something is true _____ F. Eventually becomes a theory, then a law __X__ G. May guide an investigation __X__ H. Used to decide what data to pay attention to and seek __X__ I. Can be developed using imagination and creativity _____ J. Must be in the form of “if…then…”

_____ A. Theories include observations. _____ B. Theories are just “hunches” scientists have. _____ C. Theories are personal beliefs or opinions. _____ D. Theories have been tested many times. _____ E. A theory never changes. _____ F. Theories are inferred explanations, strongly supported by evidence. _____ G. A scientific law has been proven and a theory has not. _____ H. Theories are used to make predictions.

__X__ A. Theories include observations. _____ B. Theories are just “hunches” scientists have. _____ C. Theories are personal beliefs or opinions. __X__ D. Theories have been tested many times. _____ E. A theory never changes. __X__ F. Theories are inferred explanations, strongly supported by evidence. _____ G. A scientific law has been proven and a theory has not. __X__ H. Theories are used to make predictions.

Four students were having a discussion about how scientists do their work. This is what they said:  Antoine: “I think scientists just try out different things until something works.”  Tamara: “I think there is a definite set of steps all scientists follow called the scientific method.”  Marcos: “I think scientists use different methods depending on their question.”  Avery: “I think scientists use different methods but they all involve doing experiments.” Which student do you most agree with? _______________________

 Resources:  List of misconceptions:  Science Knowledge Survey:

 Proofalternatives: support/ evidence  Provesupport/ provide evidence  Truth/ truevalid/ supported  Right/wrongvalid/ supported

GROUP DISCUSSION AND BRAINSTORMING  how are teachers already addressing this issue?  How can we add and support the Nature of Science within workshops (ex: stars and galaxies)?