Understanding Science
- Tentativeness: Science is an ever-changing and evolving field. Scientific knowledge changes as new data is developed, old data is re-evaluated, and perspectives shift. However, scientific knowledge over all is reliable and allows for advances and innovation across many fields.
- Empirical: Science research and scientific knowledge is based on a substantial body of evidence.
- Creativity: Scientists work creatively to solve problems, analyze data, and explain the world around us.
- Theory and Law: Laws are statements based on patterns and repeated observations of the universe around us. Theories are explanations for these laws that help us makes sense of our surroundings. Theories never become laws, or vice versa. They serve different purposes, but are both very important within science.
- Observation and Inference: Observations are how we experience the world around us using our five senses. Inferences are what we interpret these observations to mean. For example, one might observe that dark clouds are filling the sky, so one infers that it is going to rain soon. Observations and inferences work together to help scientists better understand their surroundings and/or data.
- Social and Cultural Context: All science is set within certain areas and done by a group of individuals. The social and cultural context in which science is conducted can influence the research topics, methodology, and data collection/interpretation. Likewise, science can impact social and cultural aspects of an area.
- Subjectivity: Scientists are real people who have their own background knowledge, lived experiences, and biases, consciously or unconsciously. These allow for multiple perspectives and opinions within science, for scientists may observe or experience things differently.
Akerson, V.L., Weiland, I., Pongsanon, K., & Nargund, V. (2010). Evidence-based strategies for teaching nature of science to young children. Journal of Kirsehir Education Faculty 11(4), 61-78.
Next Generation Science Standards (PDF)
The national K-12 science standards, called the Next Generation Science Standards (NGSS Lead States, 2013), provide an updated progression of core ideas, crosscutting concepts, and practices to prepare students for current scientific thinking and science careers. Exploring NGSS Appendix H on Nature of Science is a great first step to extending your understanding of scientific practices and content.
The national K-12 science standards, called the Next Generation Science Standards (NGSS Lead States, 2013), provide an updated progression of core ideas, crosscutting concepts, and practices to prepare students for current scientific thinking and science careers. Exploring NGSS Appendix H on Nature of Science is a great first step to extending your understanding of scientific practices and content.
Scientific Inquiry Concepts
In contrast to Nature of Science (NOS), scientific inquiry refers to the attributes and process that allow scientists to develop scientific knowledge. While NOS explains the characteristics of scientific knowledge, scientific inquiry expands on the process by which that knowledge is unveiled and assembled. It’s important that students learn about scientific inquiry not just by doing experiments or investigations, but also by explicitly discussing the aspects of inquiry. What makes inquiry scientific?
Lederman, J. S., Lederman, N. G., Bartos, S. L., Bartels, S. L., Meyer, A.A., & Schwartz, R.S. (2013). Meaningful assessment of learners’ understandings about scientific inquiry: The views about scientific inquiry (VASI) questionnaire. The Journal of Research in Science Teaching, 51(1), 65-83.
- Multiple methods
- Begin with a question
- Same procedures do not necessarily have the same results
- Procedures can influence results
- Data versus evidence
- Procedure guided by question asked
- Conclusions consistent with data
- Explanations from data and prior knowledge
Lederman, J. S., Lederman, N. G., Bartos, S. L., Bartels, S. L., Meyer, A.A., & Schwartz, R.S. (2013). Meaningful assessment of learners’ understandings about scientific inquiry: The views about scientific inquiry (VASI) questionnaire. The Journal of Research in Science Teaching, 51(1), 65-83.
Who Does Science?
What do you think a scientist looks like?
Our answer to this question can tell us a lot about how we view science and maybe even some stereotypes or misconceptions we have. Often times students will answer this question with a picture of a white male in a lab coat, complete with beakers and test tubes. But really we know the work of scientists consists of much more than that. It’s important for students to understand the diverse and multifaceted nature of scientific fields. This understanding can help students understand science as a human endeavor and open doors for them to engage in scientific practices and potentially, science-related careers.
Our answer to this question can tell us a lot about how we view science and maybe even some stereotypes or misconceptions we have. Often times students will answer this question with a picture of a white male in a lab coat, complete with beakers and test tubes. But really we know the work of scientists consists of much more than that. It’s important for students to understand the diverse and multifaceted nature of scientific fields. This understanding can help students understand science as a human endeavor and open doors for them to engage in scientific practices and potentially, science-related careers.
Teaching Excellence
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"Doing the lesson on what a scientist looks like with my students was very powerful for me. I teach third graders and their views on what a scientist looks like showed me that, as teachers, we do not give science a fair opportunity to shine or enough representation in the classroom. My students showed scientists as people who wear white coats and work with beakers. As elementary educators, we need to do a better job of teaching students what a scientist is, and that anyone can be a scientist. I now plan to work on ways to show my student that not all scientists work in a lab, wear a white coat, and work with beakers."
- Ms. Katherine Eagleton, Boulevard Elementary, Shaker Heights City Schools |
Mini Lesson: Who does science?
The following activity can be an engaging way to explore what your students think about science and evaluate their initial ideas about science fields.
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Using the Draw-a-Scientist Test for Inquiry and Evaluation (by Eleaner Miele) - This article through Edutopia explains the history of the mini lesson below and why it matters for science educators and science careers.
This is what a scientist looks like - This Tumbler page introduces students to scientists around the world to help break down the stereotypes regarding who can do science. Exploring this resource individually or as a class is one way to build on the mini lesson shared above or to support discussion. The site also contains the link to a podcast that expands on the scientists’ life and research. |