Incorporating the Nature of Science Throughout the Year
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This presentation discusses how secondary teachers can help their students understand the nature of science more fully. The presentation discusses strategies to integrate the nature of science within other instruction.
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I have asked a few friends to help me with a little experiment. I have asked them to put a white rose in a small vase filled almost to the top with water and add a few drops of blue food coloring. They are to make observations while the flower changes.
What has occurred?
We have put it in water and left it for a few hours.
When we came back we all had the same outcome. The flower had turned blue.
This is what we will call
Scientific law.
It is the happenings of a certain experiment. If you put a flower in colored water the flower will take on the color of the water. It simply says WHAT will happen.
But
why
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This is what we call a
scientific theory.
It tries to explain WHY something occurs.
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interpretation
of experimental results. The results are not usually proven wrong, just the conclusions drawn from the observations. As new and different information becomes available we may realize that we did not draw the correct conclusion and we need to adjust our theory accordingly.
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- Science asks questions about the natural world and studies natural phenomena through observation, evidence and testing of ideas. It aims to understand the universe and how things work.
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1) Science is both a body of knowledge and a process of discovery to understand the natural world through evidence-based investigation of testable ideas and questions.
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Many terms mean different things in our common language and in scientific language, which leads to misunderstandings about what they mean. This is especially true with terms like theory and law. The table below shows a few terms about scientific knowledge, defined in both our common language and scientific language.
Commonly Misunderstood Terms
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hypothesis
an educated guess
a
testable
explanation used to guide research
theory
an idea
a set of ideas supported by multiple experiments, done by multiple scientists that describe
why
something occurs
law
an absolute truth
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what
occurs (not why it occurs) supported by multiple experiments
Please read the article
HERE
to better understand the differences between these terms.
Example Situation:
I have asked a few friends to help me with a little experiment. I have asked them to put a white rose in a small vase filled almost to the top with water and add a few drops of blue food coloring. They are to make observations while the flower changes.
What has occurred?
We have put it in water and left it for a few hours.
When we came back we all had the same outcome. The flower had turned blue.
This is what we will call
Scientific law.
It is the happenings of a certain experiment. If you put a flower in colored water the flower will take on the color of the water. It simply says WHAT will happen.
But
why
did it occur?
My friends and I believe it is because the colored water is drawn up through the flower's stem.
This is what we call a
scientific theory.
It tries to explain WHY something occurs.
A scientific theory is not less true than a scientific law. However, a scientific law is a direct result of the results of the experiment. Since in order to become a scientific law it must be proven many times, it is unlikely that somehow new results will occur and a law will be disproved. However, a scientific theory is based on
interpretation
of experimental results. The results are not usually proven wrong, just the conclusions drawn from the observations. As new and different information becomes available we may realize that we did not draw the correct conclusion and we need to adjust our theory accordingly.
Just a Theory
When arguing against a scientific theory, like the theory of evolution, people will sometimes say, "but its just a theory." That means that they do not understand that scientific theories are the strongest explanations offered by science. Theories are not scientific laws "in training," like how bills can be ratified into laws. A scientific theory does not ever turn into a scientific law. Instead laws describe what happens, frequently with an equation, while theories explain why it happens. Theories are built on the work on many scientists who conduct many different experiments. Not all of these experiments have the same goal, but through their combined work theories are constantly revised.
Science, Space And Life In Other Planets
The document discusses the limitations of science in determining whether life exists on other planets. It argues that while science relies on evidence and experimentation, it cannot prove the existence of life elsewhere because it has no way to directly observe or experiment on other planets. The document asserts that claims of evidence like water on Mars or structures only represent hypotheses, not facts, and that science cannot say for certain whether life exists elsewhere or if reports of things like UFOs are true. In the end, the document concludes that science is not absolute and cannot discover if life exists on other planets since it cannot apply the scientific method to directly observe or experiment on aliens.
Beaufort pbl summer 2011 a
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M &Amp; M Scientific Method
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This document provides an overview of psychology as a science and discusses various ways of knowing, including empirical and non-empirical methods. It describes science as empirical, objective, self-correcting, and tentative/progressive. Nonempirical ways of knowing like authority, logic, and common sense are discussed alongside their limitations, contrasting them with the empirical scientific method which relies on objective evidence over intuition.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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www.StokeNewingtonHistory.com
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