A Lesson on the Nature of Science
1
ACS ACS Connection Connection s s Students will be able to identify methods of scientific investigation, distinguish between sound and flawed scientific research, and design/conduct their own sound research. Abstr Abstr act act A Lesson on the Nature of Science . Kurt Whitford 1 , Melissa Stolz 2 1 Glen Este High School, Cincinnati, OH; 2 RA Jones Middle School, Florence, KY KY SC-6-BC-U-3 Students will understand that scientists vary widely in what they study and how they do their work. While there is no fixed set of steps they follow, the basic process of science involves collecting relevant evidence, logical reasoning and the use of imaginative thinking in constructing explanations for what they observe. OH Scientific Ways of Knowing – Grade 10 Nature of Science 3. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena. Lesson Goal Lesson Goal Standards Standards Misconcep Misconcep tions tions • “A hypothesis is nothing more than an educated guess.” • “There is one universal scientific method.” • “The scientific method has a definite starting and ending point.” • “The steps must be followed sequentially.” ENGAGE: • Beaker & Bunsen video clip • Word Splash • Expert groups create definitions & examples for each component EXPLORE: •Jigsaw groups to share definitions •Groups create a checklist (middle school) or rubric (high school) EXPLAIN: • Gallery walk of rubrics • Revisions of rubrics ENGAGE 2: • Yucky water sample & discussion EXPLORE 2: •Powerpoint presentation of RET summer research •Individual evaluation of research with rubric •Group collaboration on rubric EXPLAIN 2: • Groups share findings with class ELABORATE: • Open response writing to assess Redi & Pasteur research EVALUATE: • Peer review of open response ENGAGE 3: • Kool-aid filtration demonstration EXPLORE 3: • In pairs, students design a project to research Kool-aid filtration methods EXPLAIN 3: • Students share their research with class ELABORATE 2: • Student create laboratory reports EVALUATE 2: • Student individual reflective writing This unit of study was created to bridge the research experience to classroom application. Students will • be introduced to the key components of science research, with examples from the RET summer project • critique the Redi/Pasteur research experiments and justify whether the investigations are examples of sound scientific work • design their own research project to investigate a given problem, and demonstrate their ability to appropriately utilize methods of science. This unit is designed for use with students in grades 6-12 Student: Basic understanding of cause and effect Processes usually are comprised of individual steps Teacher: There is no one “scientific method”. Inquiry experiments usually spark higher student interest than validation/practice experiments Background Background Knowledge Knowledge 5E 5E Activit Activit ies ies Assessm Assessm ents ents Modific Modific ations ations Referen Referen ces ces Acknowledgements Acknowledgements The authors are grateful for the assistance of: Dr. Glenn Markle and Dr. Jon Breiner, University of Cincinnati, College of Education, Criminal Justice, and Human Services Dr. Anant Kukreti, University of Cincinnati, College of Engineering Andrea Burrows, University of Cincinnati, RET Grant Coordinator A PPLICATIONS: Scientific Methodology (observing, problem solving, communicating) forms a mental framework applicable to many real-world situations. C AREERS: “ Doing” science reinforces an affinity for STEM careers. S OCIETAL IMPACTS : The ability to distinguish between sound and flawed science is a basic skill for critical consumers of scientific information. RA Jones Middle School F ORMATIVE: Research rubrics, dialogue with and among students, Observation of science methods during investigation S UMMATIVE: Open Responses & Peer Review Sheets, Lab Reports • Students create a checklist rather than an extensive rubric • Kool-aid filtration investigation can be more structured or open-ended • RET research powerpoint can be presented as a printed handout • Redi/Pasteur examples presented online as video or as printed handout • Accommodations for specific IEP – reader, scribe, extended time Colburn, A. Making inquiry successful. Science Teacher. Dec2008, 75, 9, pg. 12. Jones, J. Planning science lessons using the 5 E’s. http://teachersnetwork.org/ntol/howto/ science/fivees.htm
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Yucky Water. RA Jones Middle School. Kurt Whitford 1 , Melissa Stolz 2. 1 Glen Este High School, Cincinnati, OH; 2 RA Jones Middle School, Florence, KY. - PowerPoint PPT Presentation
Transcript of A Lesson on the Nature of Science
ACS ACS ConnectioConnectionsns
Students will be able to identify methods of scientific investigation, distinguish between sound and flawed scientific
research, and design/conduct their own sound research.
AbstrAbstractact
A Lesson on the Nature of Science
.
Kurt Whitford1, Melissa Stolz2
1Glen Este High School, Cincinnati, OH; 2RA Jones Middle School, Florence, KY
KY SC-6-BC-U-3 Students will understand that scientists vary widely in what they study and how they do their work. While there is no fixed set of steps they follow, the basic process of science involves collecting relevant evidence, logical reasoning and the use of imaginative thinking in constructing explanations for what they observe.OH Scientific Ways of Knowing – Grade 10 Nature of Science 3. Recognize that science is a systematic method of continuing investigation, based on observation, hypothesis testing, measurement, experimentation, and theory building, which leads to more adequate explanations of natural phenomena.
Lesson GoalLesson Goal
StandardsStandards
MisconceMisconceptionsptions
• “A hypothesis is nothing more than an educated guess.”• “There is one universal scientific method.”• “The scientific method has a definite starting and ending point.”• “The steps must be followed sequentially.”
ENGAGE: • Beaker & Bunsen video clip• Word Splash • Expert groups create definitions & examples for each component
EXPLORE:•Jigsaw groups to share definitions•Groups create a checklist (middle school) or rubric (high school)
EXPLAIN:• Gallery walk of rubrics• Revisions of rubrics
ENGAGE 2:• Yucky water sample & discussion
EXPLORE 2:•Powerpoint presentation of RET summer research •Individual evaluation of research with rubric•Group collaboration on rubric
EXPLAIN 2:• Groups share findings with class
ELABORATE: • Open response writing to assess Redi & Pasteur research
EVALUATE:• Peer review of open response
ENGAGE 3:• Kool-aid filtration demonstration
EXPLORE 3:• In pairs, students design a project to research Kool-aid filtration methods
EXPLAIN 3:• Students share their research with class
ELABORATE 2:• Student create laboratory reports
EVALUATE 2:• Student individual reflective writing
This unit of study was created to bridge the research experience to classroom application. Students will
• be introduced to the key components of science research, with examples from the RET summer project
• critique the Redi/Pasteur research experiments and justify whether the investigations are examples of sound scientific work
• design their own research project to investigate a given problem, and demonstrate their ability to appropriately utilize methods of science.
This unit is designed for use with students in grades 6-12
Student: Basic understanding of cause and effectProcesses usually are comprised of individual steps
Teacher: There is no one “scientific method”.Inquiry experiments usually spark higher student interest
than validation/practice experiments
Background Background KnowledgeKnowledge
5E 5E ActivitiActivities es
AssessAssessmentsments
ModificModificationsations
RefereReferencesnces
AcknowledgementsAcknowledgementsThe authors are grateful for the assistance of:Dr. Glenn Markle and Dr. Jon Breiner, University of Cincinnati, College of Education, Criminal Justice, and Human ServicesDr. Anant Kukreti, University of Cincinnati, College of EngineeringAndrea Burrows, University of Cincinnati, RET Grant Coordinator
APPLICATIONS: Scientific Methodology (observing, problem solving, communicating) forms a mental framework applicable to many real-world situations.
CAREERS: “Doing” science reinforces an affinity for STEM careers.
SOCIETAL IMPACTS: The ability to distinguish between sound and flawed science is a basic skill for critical consumers of scientific information.
RA Jones Middle School
FORMATIVE: Research rubrics, dialogue with and among students, Observation of science methods during investigation
SUMMATIVE: Open Responses & Peer Review Sheets, Lab Reports
• Students create a checklist rather than an extensive rubric• Kool-aid filtration investigation can be more structured or open-ended• RET research powerpoint can be presented as a printed handout• Redi/Pasteur examples presented online as video or as printed handout• Accommodations for specific IEP – reader, scribe, extended time
Colburn, A.Making inquiry successful.Science Teacher. Dec2008, 75, 9, pg. 12.Jones, J. Planning science lessons using the 5 E’s.http://teachersnetwork.org/ntol/howto/science/fivees.htm
