nature of science
DESCRIPTION
Nov 1 2012. Nature of Science. 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 - PowerPoint PPT PresentationTRANSCRIPT
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Nature of Science
Nov 1 2012
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OBJECTIVES
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
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OUTLINE
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
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FEEDBACK
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?
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PROBES: WHAT IS A HYPOTHESIS?
_____ 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…”
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PROBES: WHAT IS A HYPOTHESIS?
__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…”
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PROBE: IS IT A THEORY?
_____ 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.
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PROBE: IS IT A THEORY?
__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.
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SCIENCE IS
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? _______________________
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STUDENT/ COMMON MISCONCEPTIONS Resources:
List of misconceptions: http://undsci.berkeley.edu/teaching/misconceptions.php#c1
Science Knowledge Survey: http://www.indiana.edu/~ensiweb/lessons/sci.tst.html
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WORDS
Proof alternatives: support/ evidence
Prove support/ provide evidence
Truth/ true valid/ supported Right/wrong valid/ supported
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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)?