scientific literacy for 21 st century learners: why nature of science is important dr. renee’...

Scientific Literacy for 21st Century Learners: Why Nature of Science is Important

Dr. Renee’ SchwartzMiddle & Secondary Education

Georgia State University

rschwartz@gsu.edu

September 23, 2015

Our Goal…..Our Goal…..

To develop responsible citizens in a society where science plays a significant role life, well-being, future, family

Producers and consumers of science

What is the goal of scientific literacy?

Georgia Performance Standards: Georgia Performance Standards: ScienceScience

Content and RigorClarity & Specificity

•Vague statements•Poor integration of STEM, inquiry, and Nature of Science

What do youth think about careers in STEM?

• U.S. News (2012) reports 60% of youth ages 16-25 are not considering STEM fields. 34% don’t know what STEM careers are 33% STEM too challenging 28% not well enough prepared to pursue STEM degree

or job

• Nationally, only 30% of high school graduates are prepared for college level science. ACT, Inc., The Condition of College & Career Readiness. (Iowa City, IA: ACT, Inc.,2011), http://www.act.org/research/policymakers/cccr11/readiness1.html

“There is growing evidence that young children can learn and think in the same way as scientists…”

November 2, 2013The Oslo Times

What are learners capable of?

What is needed for college readiness?

21st Century Skills

Science

• Science is oftentaught as a final body of facts.

• Science is often taught as product, not process.

• The way science is often taught develops misconceptions and misrepresentations about what science is and what scientists do.

Our Goal….Our Goal….

….. to help students “learn science in a way that reflects how science actually works.”

(NRC, 1996, p. 214)

• What do you think science is?

• In what ways do you think science is different from other subjects, such as history, mathematics, or religion?

• How are art and science similar? How are they different?

What is science?

Way of knowing Nature of Science

Nature of Scientific Inquiry

Practices

Framework: What is science?

Body of Knowledge:Science Content

Science

What do you see?

What do you see?

NOS and NOSINOS and NOSI

• NOS refers to the characteristics of scientific knowledge, and the values that necessarily influence its development (Lederman, 2007)

• NOSI refers to the nature of the processes through which scientific knowledge is developed and accepted (Schwartz, Lederman, & Abd-El-Khalick, 2012)

Nature of Science [NOS]Nature of Science [NOS]

Empirical: Natural world

Product of a human endeavor Creative

Socially and culturally embedded

Theory-laden and subjective: Influenced by knowledge and theoretical lens

Observation and inference

Models, theories, laws

Subject to change, but robust (tentative)

Lederman, Abd-El-Khalick, Bell & Schwartz, 2002

Geo-centric vs Helio-centric

Gravity differs across regions of Earth

Highest is the Artic: 9.8337 m/s2Highest is the Artic: 9.8337 m/s2Lowest is Peru: 9.7639m/s2Lowest is Peru: 9.7639m/s2

Nature of Scientific Inquiry [NOSI]

Questions Scientific investigations are guided by questions (but

not all questions can be addressed scientifically)

Multiple Methods No single “Scientific Method”

Justification The form and role of argument from evidence in the

development and acceptance of new knowledge

Anomalous data Role, recognition, and handling

Data and Evidence sources, roles of, and distinctions between

e.g. Duschl et al., 2007; Gilbert, 1991; Osborne et al., 2003; Schwartz, 2004; Schwartz & Lederman, 2008

Science & Engineering Practices

1. Asking questions & Defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations & Designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Nature of Scientific Inquiry [NOSI]

Questions Scientific investigations are guided by questions (but

not all questions can be addressed scientifically)

Multiple Methods No single “Scientific Method”

Justification The form and role of argument from evidence

in the development and acceptance of new knowledge

Anomalous data Role, recognition, and handling

Data and Evidence sources, roles of, and distinctions between

e.g. Duschl et al., 2007; Gilbert, 1991; Osborne et al., 2003; Schwartz, 2004; Schwartz & Lederman, 2008

Decisions & Directions

• Scientists must decide:– What to do with anomalous data– When to pursue publication

“Among scientists, research agendas appear to be shaped by scientists’ responses to anomalous data as well as by theories.”

(Chinn & Brewer, 1998, p. 649).

• Justification of scientific knowledge: – What do scientists need and do for their claims

to be accepted by the scientific community? (argumentation, evidence, communication)

• Role of anomalies: – How do scientists identify and deal with anomalies?

SampleSample

Scientists Preservice teachers

10 life scientists 20 elementary ed 5 chemists 8 secondary ed5 earth/space 15 science majors4 physicistsAvg 25 years experience

3rd & 4th year undergradNo research experience

Total: 24 Total: 43

Preservice teachers: Reproducibility

• Internal: Many trials with same results

72% PSTsScientists have to do lots of trials and get the same results

over and over again. They can’t have anything different or strange. [science major, int]

 • Internal: “enough”

Scientists make their results public when they have enough evidence. [elementary ed major, VOSI-270]

From scientists/preservice teacher comparison study

Reproducibility

• Internal: Statistical Analysis 46% Scientists vs. 0 PSTs

• [Reproduce] That you can do internally within your own laboratory. Always we like to see multiple observations of the same thing…If that variation is small compared to the magnitude of the observation, then we are confident that this is probably a good result. We say it is statistically significant. [experimental chemist, interview]

From scientists/preservice teacher comparison study

Reproducibility

• External: other scientists repeat

40% PSTs vs. 13% scientists (collaborators)

Scientists must have many other scientists reformulate the same results before they are ready to communicate their findings to the general public. [science major, int]

From scientists/preservice teacher comparison study

Ignore? ? or Explore?or Explore?

PSTs: 80% said get rid of (ignore, toss out, change)

• Usually the data is recorded, but not utilized because it is an abnormality and is not conducive to their scientific research. [secondary ed major, VOSI-270]

Scientists: 0 ignore

• Anomalies are very important. The worst thing that could happen is to ignore them. [theoretical physicist, VOSI-Sci]

From scientists/preservice teacher comparison study

Anomalies mean excitement and potential for change

What scientists say:

We all secretly love that [finding an inconsistency] …[laughs] because then we have something to do …that is the way science progresses. [atmospheric scientist, int]

That is the fun stuff. That is why you get up in the morning, for the things that don't fit. If all the data fit every existing theory, we'd be out of work. [plant biologist, int]

0% of the preservice teachers indicated anomalies could be good.

From scientists/preservice teacher comparison study

Misrepresenting NOS and NOSI!

Mistakes vs. Excitement

Memorizing vs. Exploring

The recommendation• Teach about NOS and inquiry in science classes!

Research recommendations for science standards and curricula

• Authenticity: K–12 science education should reflect the interconnected nature of science and inquiry as it is practiced and experienced in the real world.

• Progressive Learning: The science concepts should build coherently from kindergarten through 12th grade.

• Application (Relevance), Critical Thinking, Problem Solving: Focus on deeper understanding of foundational concepts as well as application of content to local and global communities.– Analysis -Synthesis– Evaluation -Systems thinking

• STEM and Literacy Integration: Science, engineering, and literacy should be integrated, from kindergarten through 12th grade.

Literacy

An An Integrated perspective perspective

Contact:

Dr. Renee’ SchwartzMiddle and Secondary Education

Georgia State University

rschwartz@gsu.edu