1. Frank Jenkins, U of A, IHPST 2007 1 Create-Test-Use and Evidential Bases IHPST Conference 2007 University of Calgary

2. Frank Jenkins, U of A, IHPST 20072 Definition of Science Science is the study of the natural world in an attempt to describe, explain, and predict changes and products. A goal/purpose of science is to create, test, and use (with confidence) a scientific concept (and then to falsify).

3. Frank Jenkins, U of A, IHPST 20073 Epistemological Choices When Presenting a Concept Inductive (creating a concept) Hypothetico-inductive (testing) Hypothetico-deductive (testing) Deductive (using the concept)

4. Frank Jenkins, U of A, IHPST 20074 Natures of Science Umbrella IH-IH-DD s

5. Frank Jenkins, U of A, IHPST 20075 Natures of Science Lab Type Nature of Science Philosopher of Science Date of Intro. Createinductive (spec  gen) Francis Bacon 1600s Testhypothetico- deductive/ -inductive Karl Popper 1930s+ Usedeductive (gen  spec) Aristotle300s BC

6. Frank Jenkins, U of A, IHPST 20076 Lab Report: Processes PurposeCreate (I)Test (H-I)Test (H-D)Use (D) Problemgeneral specific HypothesisXmental hypothesis X PredictionXXspecificX Analysisempirical hypothesis empirical particular Eval. 1evidence Eval. 2Xhypothesisprediction hypothesis X

7. Frank Jenkins, U of A, IHPST 20077 Using the Empirical Definitions of Acids and Bases--deductively Purpose: To use the empirical definitions of acids and bases. Problem: Which of the provided chemicals is an acid or a base? Hypothesis &/or Prediction: (none) Design: Each of the solutions is tested with litmus paper. Note: This is the end of a create-test-use cycle for the empirical definition of acids and bases.

8. Frank Jenkins, U of A, IHPST 20078 Creating the Arrhenius Concept of Acids and Bases--inductively Purpose: To create the Arrhenius concept of acids and bases. Problem: What kinds of chemicals form acidic and basic solutions; i.e., are acids and bases? Design: Each of the solutions is tested with litmus paper.

9. Frank Jenkins, U of A, IHPST 20079 Testing the Arrhenius Concept of Acids and Bases—H-I Purpose: To test the Arrhenius concept of acids and bases. Problem: What kinds of chemicals form acidic and basic solutions; i.e., are acids and bases? Hypothesis: Chemicals whose formulas begin with H are acids and end with OH are bases. Design: Each of the several new solutions is tested with litmus paper. (Note: Say to test, not to verify.)

10. Frank Jenkins, U of A, IHPST 200710 Testing the Arrhenius Concept of Acids and Bases—H-D Purpose: To test the Arrhenius concept of acids and bases. Problem: Which of the provided solutions is an acid or a base? Prediction: According to the Arrhenius concept, the acids are … and the bases are …. Design: Each of the solutions is tested with litmus paper. Note: embrace falsification (as well as verification).

11. Frank Jenkins, U of A, IHPST 200711 Using the Arrhenius Concept of Acids and Bases Using any concept in laboratory work usually involves qualitative and quantitative analysis—esp. in chemistry. The Arrhenius concept of acids and bases is used, for example, in the Analysis during acid-base titrations (which may also use the stoichiometric method) and to test the stoichiometric method. Most often the Arrhenius concept is used outside the laboratory in regular chemistry problem solving; for example, predict which of the following chemicals is an acid or a base? Create-test-use works within and between laboratory work and normal pencil and paper work.

12. Frank Jenkins, U of A, IHPST 200712 Create-Test-Use in the Nelson Chemistry 20-30 Alberta Textbook CTU(T) or (T)CTU cycles 1. defining a cmpd. 2. intramolecular bonding 3. gas laws 4. solubility rules 5. defining acids/bases 6. stoichiometric law 7. redox spontaneity Each major unit in the Nelson Chemistry textbooks start with a falsification (test) lab based upon a previous chemistry concept; e.g.,  the falsification of the Arrhenius concept  the falsification of the assumptions for doing stoichiometric calculations

13. Frank Jenkins, U of A, IHPST 200713 Evidential Bases There are many ways to present evidence in a classroom setting. There is no excuse for not employing evidence-based reasoning in the classroom. Schools, teachers and students need choices for how they will gather evidence to create, test and use science concepts.

14. Frank Jenkins, U of A, IHPST 200714 Evidential Bases 1. thought experiment 2. demonstration 3. dry lab (lab exercise) 4. wet lab 5. field trip 6. video lab 7. video analysis 8. simulation/ animation 9. computer probes/sensors 10. remote access

15. Frank Jenkins, U of A, IHPST 200715 Evidential Bases—1 Evidential BaseDescription 1. Laboratory (wet lab) evidence gathered in the laboratory by the students 2. Demonstration (wet lab) evidence gathered in the laboratory by the instructor 3. Thought experiment design & evidence presented verbally by the teacher 4. Lab exercise (dry lab) evidence gathered for the students and put into a lab format 5. Field tripevidence gathered in the field

16. Frank Jenkins, U of A, IHPST 200716 Evidential Bases —using computers Evidential BaseDescription 6. Computer (or not) video evidence provided in a video format (to be analyzed by students) 7. Computer analysis of video evidence is analyzed by computer software 8. Computer simulation evidence provided in a computer simulation/animation format 9. Computer probesevidence gathered by computer probes (to be analyzed by students) 10. Remote access by computer evidence gathered in the laboratory by Internet access

17. Frank Jenkins, U of A, IHPST 200717 Evidential Bases for CTU Cycle Lab Type Arrhenius Concept Bronsted-Lowry A-B Lewis A-B Concept Create (I) computer animation use falsifying evidence Test (HI/HD) verify in the demonstration verify in the laboratory verify in a demonstration Use (D) qualitative analysis in lab exercise in computer simulation qualitative analysis in the laboratory Test (HI/HD) falsify in the laboratory falsify in a demonstration falsify in a video lab (more eg’s) (more eg’s)

18. Frank Jenkins, U of A, IHPST 200718 Create-Test-Use is: a chronological (historical) order a concept that helps to organize a laboratory program a concept that includes, rather than excludes, alternate views on the natures of science a concept that helps instructors to see from an external (big picture) view of labs what is missing a concept that helps instructors to be internally consistent with processes in different kinds of labs a concept that provides instructors and students with the rules for the knowledge game.

19. Frank Jenkins, U of A, IHPST 200719 Create-Test-Use is: not a system that describes all laboratory and demonstration work, not a concept that tries to exclude pedagogic activities that help the visual (etc.) learner, not a system that is meant to restrict laboratory work—but is meant to extend and encourage this kind of work, including spontaneous demos not restricted to laboratory work.

20. Frank Jenkins, U of A, IHPST 200720 Evidential bases has a potential: to ingrain “evidence” as one of the most important words/concepts in science to improve the quality of evidence presented to students in the classroom to increase the quantity of evidence that students gather, analyze and evaluate to increase the quantity of laboratory work

21. Frank Jenkins, U of A, IHPST 200721 Ultimate Curricular Goals for Evidence- Based Science Education concept of certainty/uncertainty single- and double-blind studies anecdotal evidence reliability (consistency) vs. validity (accuracy) peer-reviewed research grants refereed (peer-reviewed) journals valid experimental designs short- vs long-term studies testing vs. verifying falsification replication of a study research sample size evaluating evidence placebo and Hawthorne effect tolerance of uncertainty statistical significance risk-benefit analysis tolerance for uncertainty problem solving for everyday life

22. Frank Jenkins, U of A, IHPST 200722 Acknowledgements My education professors for introducing me to the history and philosophy of science My textbook author colleagues: Hans van Kessel, Dr. Oliver Lantz and Dick Tompkins My chemistry texts publisher Thomson-Nelson My high school and university students My CMASTE and CRYSTAL-Alberta colleagues * Dr. Frank Jenkins, fjenkins@ualberta.net