frank jenkins, phd secondary science education centre for mathematics science and technology...
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Frank Jenkins, PhDSecondary Science Education
Centre for Mathematics Science and Technology Education (CMASTE)Centre for Research in Youth Science Teaching and Learning (CRYSTAL
Alberta)
University of AlbertaEdmonton, Canada
[email protected], CMASTE
My History for Beyond InquiryThen (laboratory inquiry)Processes displayed in laboratory problem solvingSkills, processes, problem solving & nature of scienceCreate-test-use for kinds of NOS problem solvingProcesses required for each of create-test-useFalsification of hypotheses and predictionsNow (beyond laboratory inquiry to media inquiry)(and then) Multi-perspective view pro and conCreating criteria list for evaluating claims to knowledgeTesting/Using criteria for evaluating claims to knowledge
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Kinds of Laboratory Inquiry
Problem Solving
Processes
Skills
N ature of Science
C-I T-HI T-HD U-D
sC-I: create inductivelyT-HI: test hypothesisT-HD: test predictionU-D: use deductivelyC - createT - testU - use
CTU & NOS Perspectivescreate a concept
inductive reasoningtest & verify hypothesis
hypothetico-inductivetest & verify prediction
hypothetico-deductiveuse a concept
deductive reasoningtest & falsify an
hypothesis or prediction
The scientific purposes of laboratory work are classified as C, T or U.
C T U is a progression for a concept—an increase in certainty/validity/trust.
C T U T eventually leads to falsification of hypotheses or predictions.
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CTU Lab Reports: ProcessesPurpose Create (I) Test (H-I) Test (H-D) Use (D)
Problem general general specific specific
Hypothesis X test hypothesis
test hypothesis
X
Prediction X X test prediction
X
Analysis create hypothesis
general specific use hypothesis
Eval. 1 evidence evidence evidence evidence
Eval. 2 X hypothesis prediction
hypothesisX
5
Lab Unit Plan: CTU & Evid.Bases
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Evidential Bases Test (HorP) (falsify)
Create (I)
Test(HorP) (verify)
Use (D)
thought experiment Inv. 10.3
demonstrations Inv. 10.6
dry lab (lab exercise) Inv. 10.2
wet lab (in a laboratory) Inv. 10.1
field trip
computer probes Inv. 10.4
video/photo lab Inv. 10.5
computer video-analysis
simulation/animation Inv. 10.7
remote access
Scientific (NOS) LanguageWatch your language!Based upon the evidence
gathering here, ....According to the Bohr
model of the atom, ….The evidence suggests a
correlation between ….The prestigious journal,
Science, reports that ….
Only using three samples we found that…
The reliability was high among the class members but ….
The certainty expressed in significant digits is ….
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Write like a scientist writing for a peer-reviewed journal. Use nature of science language.
Scientific Language ExerciseTake pure science
notesin the left column
[Listen to a science lecture or read primary literature and take standard pure science notes in the left column and nature of science language notes in the right column.]
Take NOS notesin the right column
“Based upon personal peer-reviewed evidence and publications ….”
“Research published in JRST and in Science Education indicates that…”
“If … and … then ….”“With a high certainty,
….”[email protected], CMASTE 8
Scientific Attitudes (not attitudes towards science)
That which is left after all else is forgotten.
critical-mindednesssuspended judgmentrespect for evidencehonesty; objectivitywillingness to changeopen-mindednessquestioning attitude
tolerance for uncertainty
curiosity; creativityappreciation for beauty,
unity, and complexityperseveranceAlso see:Technological attitudesSocietal attitudesin STS monograph.
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(Adapted) Primary LiteratureLearning ScienceStudents learn science by
reading primary literature by adaptation of:language; conceptual
level; sentence structure
examples; analogiesamount and level of
mathematicslength of article
Learning About Scienceby adaptation of:
names for experimental designs, procedures, materials and skills
the presentation of counter arguments
quantitative expressions of (un)certainty
reliability & validity arguments
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Creating & Testing My ClaimEducation and science primary research literatureDaily Edmonton Journal including Sunday ReaderNutrition Action Health Newsletter by Centre
for Science in Public Interest (a magazine)Climate Cover-up by James Hoggan (a book)Wingnuts by John Avlon (a book)The Best American Science Writing by
GroopmanWhat the Dog Saw by Malcolm Gladwell (a book)The Demon-Haunted World by Carl Sagan (a
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Contexts: Inquiry for CitizenshipSource of claimsnewspaper articlesmagazine articleslobbying literatureradio and TV newsprimary research
literature (peer-reviewed)
textbook and classroom language/talk (yours?)
Types of claimsmedical research
MS liberation treatmentalternative medicine
candling; aromatherapyenvironmental research
Oil sands developmentclaims of the paranormal
water witching
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Health claims to evaluatehealth claimsdrug efficacysurgery efficacyalternative medicinenaturopathic; chiropracticaromatherapy;
acupunctureherbal or magnetic therapyfaith-healing; hair growthemergency wait-timessurgery-wait-time deaths
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Environmental claims to evaluateenvironmental
claimsAthabasca River waterglobal warmingoil sands operationcoal-burning plantscoal-bed methanewind turbineshigh voltage power
linesgasoline automobiles
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Political claims to be evaluatedpolitical claimscorporate tax cuts
create jobs (or not)private medicine is more
efficient (or not)snow removal costs
money (or not)higher pay invites more
competent politicians (or not)
tough punishment deters crime (or not)
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Paranormal claims to be evaluatedparanormal claimsalien abductions; UFOsbig-foot; crop circlespsycho-kinetic powerschanneling;
mindreadingfairies; ghosts; visionsastrology; ESPhalo readingswater/gold witching
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Education claims to be evaluatededucation claimsimplicit teaching of NoS is
effective (or not)smaller class-sizes increases
achievement (or not)depth of curriculum is better
than breadth (or not)60 min periods are better
than 80 min periods (or not)inquiry-based learning
increases achievement (or not)
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Nutrition Action byCentre for Science in the Public InterestQuick StudiesMg and Sudden Death
88 000 women26 yearscorrelational study
Omega-3s Miss Markrandomly assigned4,800 subjects (60-80 a)1 of 4 margarines; 3.5 ano significant difference
Don’t Just Walk260 middle agedfour groups (1 control)9 monthsquotes other studies
Protein & Carbseight country study800 adults lost weightthen given either
protein or carbs
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onHealth by Consumer ReportsLowering Blood Pressure3 pages; no research
citednatural medicines—
“evidence is meager …”Need for Vaccines (1 p)Marvin M. Lipman, MD,
Consumer Union’s chief medical advisor since ’67
Strength & Circulationsmall study; journal cited
Work Out Your Cold (0.1 p)1002 adults; 3 months5+ vs. 1- days of workoutBritish Journal of Sports
MedicineSupplements & CataractsArchives of Ophthalmology11, 545 male doctors; 50+ avitamin C, E or placebo; 8 a
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Climate Cover-Up book (Hoggan)--evaluating claims to knowledge
relevant credentials?practicing researcher?legitimate peer-review?paid “expert” opinion?respected journal?source hyper-vigilance?national science
academy?evidence-based science?selected evidence?fact checking?
scientific attitudes?scientific integrity?big-money lobbying?ethical PR firm?against misinformationpetition vs. survey?problem of balance?economic interest?tolerance for
uncertainty?manipulated media?
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Inquiry Concepts for Citizenship--evaluating claims to knowledgeanecdotal evidence?correlational study?cause & effect study?animal or clinical trial?placebo & placebo
effect?double blind design?sample size?random sample?term of study?
controls & control group?
peer-reviewed (refereed)?
prestigious journal?funding agency?replication needed?expressed (un)certainty?scientific attitude(s)?multi-perspective view,
pro and con?
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Testing claims to knowledgeGeneral criteria:independent tests?substantive debate?trust for authority?alternative hypotheses?qualitative and/or
quantitative evidence?chain of argument?parsimony/Occam’s
razor?
mere contemplation?mere argumentation?descriptive power?explanatory power?predictive power?testable & falsifiable?carefully designed
and controlled experiments?
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Evaluating health claims: Q’s1. funding agency?2. relevant credentials?3. legitimate peer-review?4. respected journal?5. anecdotal, correlational
or cause-&-effect study?
6. animal or clinical trial?7. double-blind study?8. placebo & placebo
effect?
9. evidence-based science?
10. population for sample?
11. random sample?12. sample size?
13. term of study?
14. replication needed?
15. (un)certainty expressed?
16. statistically significant?
17. in whose interest? ethics?
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Evaluating environmental claims—Q’s1. funding agency?2. relevant credentials?3. legitimate peer-review?4. respected journal?5. anecdotal, correlational
or cause-&-effect study?9. evidence-based science?10. population for sample?13. term of study?
14. replication needed?
15. (un)certainty expressed?
16. statistically significant?
17. in whose interest? ethics?
18. number of samples?
19. number of variables?
20. number of sample sites?
21. seasonal sampling?
21. up-down stream tests?
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Perspectives on an issueScientificTechnologicalEconomicEnvironmentalPoliticalLegalEthicalSocialMilitaristic
AestheticMysticalEmotionalThis can be an exercise
involving using newspaper clippings and the create-test-use inquiry cycle, where students create and test the list of perspectives.
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CTU Exercises for Beyond InquiryEvaluating Claims to Kgather & distribute
media clippingscreate criteria list
(from one or more clippings)
test criteria list (from multiple clippings)
use criteria list to analyze & evaluate claims to K
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CTU Exercises for Beyond InquiryEvaluating STSE viewsgather & distribute
media clippingscreate perspectives list
(from one clipping)test perspectives list
(from multiple clippings)
use perspectives list to analyze & evaluate socio-scientific (STSE) views
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Carl Sagan on School ScienceCarl Sagan:“The whole idea of
democratic application of skepticism is that everyone should have the essential tools to effectively and constructively evaluate claims to knowledge.” Demon Haunted World, p. 76
“[These tools] are hardly ever mentioned in the schools, even in the presentation of science….” DHW, p. 77
Personal statement:We have allowed pure science
knowledge to dominate other kinds of knowledge. This expresses our current (not past, and hopefully not future) valuing within curriculum & assessment.
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Thank youHand-off to you:1.How do we create, test
& use inquiry-based (NOS) science education in the classroom & laboratory.
2.How do we create, test and use inquiry (NOS) tools for citizenship.
Consider the potential and persevere with your experience, knowledge and problem solving approach.
Acknowledgements:my fellow authors; school
and university colleagues my students; my familyothers who have written and
worked on this endeavourwww.CMASTE.ca under
Outreach and Science Educ.www.CRYSTALAlberta.ca
under Science Reasoning Text
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