Scientists use both observation and inference in their work. Observation involves directly gathering evidence using the senses, while inference involves using logical reasoning to understand phenomena that cannot be directly observed, based on observations and prior knowledge. Young students have difficulty understanding the role of inference and often think scientists only use observation. However, with explicit instruction on the difference between observation and inference, as well as opportunities to practice these skills, students can improve their understanding of the scientific process. Teachers should provide multiple opportunities for students to observe, discuss their observations, look for patterns and make inferences to help develop their skills.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Unit Plan - Year 10 - Big Ideas of ScienceAndrew Joseph
A unit plan currently being implemented in a school on the north side of Brisbane. The unit sticks closely to the curriculum, with lessons to give students experience in a variety of research and presentation modes, culminating in a presentation as the formal assessment. The presentation must follow the progression of one of the big ideas of science through history,from its inception to our current understanding.
Exploring Secondary School Biology Teachers’ Conceptions of ExplanationsPremier Publishers
The present study explored how in-service secondary education biology teachers understand the nature of biological explanations and used a research instrument that focused on how they understand the unique explanatory features of both neo-Darwinian Biology and Newtonian physics. Newtonian physics was used as a reference point because throughout most of the twentieth century, scholars, scientists and teachers have shared the positivist idea that Newtonian physics should be acknowledged as the model for knowing and the standard for all of the other sciences. Fourteen (14) in-service secondary school biology teachers from Greece (6 males, 8 females) completed a questionnaire and were interviewed. The results show that biology teachers were unable to unravel the distinction between nomothetic and non-nomothetic natural sciences when considering the explanatory features of biology and physics. They shared a notion of time that is inconsistent with how history affects the nature of biology and they faced difficulties in understanding the historical nature of biological systems. Moreover, they were inclined to teleological explanations and encountered difficulties in stating mechanisms.
1.1 Nature of Science
1.1.1 What is Science?
The word science derives from the Latin.
The Latin verb “scire” means “to know”
The Latin noun “scientia” means “knowledge”
Science is the study of the natural world through observation and experiment. A scientific explanation uses observations and measurements to explain something we see in the natural world. Scientific explanations should match the evidence and be logical, or they should at least match as much of the evidence as possible.
1.1.2 Why is science so useful?
Scientific knowledge is the most reliable knowledge we have about the natural world.
Science has enabled much of our work in space exploration, modern medicine, agriculture, and technology
1.1.3 Types of Science
Natural versus Social Sciences
Scientific fields are commonly divided into two major groups: natural sciences, which study natural phenomena (including biological life), and social sciences, which study human behavior and societies.
Basic versus Applied Sciences
Basic science is the search for new knowledge. It is curiosity driven, and does not have to have any purpose other than building the body of scientific knowledge.
Applied science is the search for solutions to practical problems using this knowledge.
1.1.4. Students who are proficient in science:
know, use, and interpret scientific explanations of the natural world;
generate and evaluate scientific evidence and explanations;
understand the nature and development of scientific knowledge
participate productively in scientific practices and discourse.
1.1.5.
Reflective Essay On Science
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Exploring Secondary School Biology Teachers’ Conceptions of ExplanationsPremier Publishers
The present study explored how in-service secondary education biology teachers understand the nature of biological explanations and used a research instrument that focused on how they understand the unique explanatory features of both neo-Darwinian Biology and Newtonian physics. Newtonian physics was used as a reference point because throughout most of the twentieth century, scholars, scientists and teachers have shared the positivist idea that Newtonian physics should be acknowledged as the model for knowing and the standard for all of the other sciences. Fourteen (14) in-service secondary school biology teachers from Greece (6 males, 8 females) completed a questionnaire and were interviewed. The results show that biology teachers were unable to unravel the distinction between nomothetic and non-nomothetic natural sciences when considering the explanatory features of biology and physics. They shared a notion of time that is inconsistent with how history affects the nature of biology and they faced difficulties in understanding the historical nature of biological systems. Moreover, they were inclined to teleological explanations and encountered difficulties in stating mechanisms.
1.1 Nature of Science
1.1.1 What is Science?
The word science derives from the Latin.
The Latin verb “scire” means “to know”
The Latin noun “scientia” means “knowledge”
Science is the study of the natural world through observation and experiment. A scientific explanation uses observations and measurements to explain something we see in the natural world. Scientific explanations should match the evidence and be logical, or they should at least match as much of the evidence as possible.
1.1.2 Why is science so useful?
Scientific knowledge is the most reliable knowledge we have about the natural world.
Science has enabled much of our work in space exploration, modern medicine, agriculture, and technology
1.1.3 Types of Science
Natural versus Social Sciences
Scientific fields are commonly divided into two major groups: natural sciences, which study natural phenomena (including biological life), and social sciences, which study human behavior and societies.
Basic versus Applied Sciences
Basic science is the search for new knowledge. It is curiosity driven, and does not have to have any purpose other than building the body of scientific knowledge.
Applied science is the search for solutions to practical problems using this knowledge.
1.1.4. Students who are proficient in science:
know, use, and interpret scientific explanations of the natural world;
generate and evaluate scientific evidence and explanations;
understand the nature and development of scientific knowledge
participate productively in scientific practices and discourse.
1.1.5.
Reflective Essay On Science
Sociology as a Science Essay
What Is Earth Science? Essay
Why Science Is Important?
Science Essay
My Passion For Science
Environmental Science Essay
Essay about Life Science
Value of Science Essay
My Science Fair Project
Science and Literature Essay
Science and Religion Essays
Ethics in Science Essay
Investigation: How and Why Have People Misused Darwin's Ideas?Big History Project
Charles Darwin's theory of evolution through natural selection provides an interesting case of how scientific ideas can get misapplied in society.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
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Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
Un circuito es un recorrido o camino que comienza y finaliza en el mismo lugar, siendo igual el punto de partida y el punto de llegada. En ese camino se puede establecer diferentes y numerosas conexiones que pueden contar con diversas opciones de recorrido, aunque siempre llegan al comienzo de donde partieron. El circuito siempre sucede o toma lugar en un espacio definido ya que es cerrado y no infinito.
Para que circule la electricidad en un circuito eléctrico (Por ejemplo, pila, cable y focos) conectados, el circuito tiene que estar cerrado. Algunos materiales conducen con facilidad la corriente eléctrica (conductores) y otros no (aislantes). Cuando la corriente eléctrica atraviesa un componente eléctrico puede generar luz, calor y/o movimiento. (CNCFQ-4-05)
Un MIPI es una estrategia para fomentar el disfrute de la lectura desde una imagen relacionada con una historia. Se propicia descripción de la imagen, palabras, frases relacionadas y armar pequeños párrafos armando tu propia historia en relación a lo que sucede en la imagen. Cada estudiante escribe la misma historia pero a su manera.
El cuaderno de ciencia en pre escolar se puede convertir en una poderosa herramienta de evaluación de los aprendizajes de los estudiantes. Sólo debemos contar con un instrumento sencillo de lo que queremos evaluar y dar seguimiento a los apartados que correspondan al logro de objetivos de clase.
Organizar nuestra aula de clases es muy relevante dentro de nuestro quehacer educativo. Es importante conocerestrategias que sean útiles para tal fin. Las estrategias que nos ofrecen en KAGAN STRUCTURE son atinadas y fáciles. En Panamá las implementamos con el Programa de Fundación PROED y ha sido de mucha ayuda para los docentes.
Organizar nuestra aula de clases es muy relevante dentro de nuestro quehacer educativo. Es importante conocerestrategias que sean útiles para tal fin. Las estrategias que nos ofrecen en KAGAN STRUCTURE son atinadas y fáciles. En Panamá las implementamos con el Programa de Fundación PROED y ha sido de mucha ayuda para los docentes.
La ciencia por indagación es una estrategia y actualizada para lograr que nuestros estudiantes aprendan ciencia de una manera experimental, así como lo realizan los científicos. Es una forma de lograr que además de aprender conceptos de ciencia, también desarrollen habilidades científicas junto a sus compañeros de clase, de forma colaborativa.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2024.06.01 Introducing a competency framework for languag learning materials ...
Learning toobserveandinfer
1. 56 Science and Children
Research and tips to support science education
Learning to
Observe and Infer
By Deborah L. Hanuscin
and Meredith A. Park Rogers
“I have always thought that observation is the key to science
but national and state standards say to emphasize inference
and explanation. But shouldn’t observation come first?”
How do scientists use observation and inference?
When exploring phenomena, scientists draw from many
resources to gather information about what is happen-
ing and develop explanations. Sometimes they gather
evidence directly using their senses; other times, direct
observation is not possible. For example, atoms are
much too small to be seen, even with the most power-
ful microscopes. Yet Rutherford proposed a model of
atomic structure based on his observation that alpha
particles deflected at different angles when they tried to
pass through a thin layer of gold foil. His direct observa-
tions alone could not fully explain what was occurring
in this experiment (Abd-El-Khalick 2002). Rutherford
also inferred from his prior knowledge about charges
and deflection to explain that there must be something
massive and tiny, deep within each atom, interfering with
the passing of the alpha particles—now known as the
nucleus. In science, this process of logical reasoning is
referred to as inference and allows scientists to use their
observations to understand a phenomenon, even when
they cannot directly observe it.
In what ways are observation and inference
important in elementary classroom science?
Studentsneedtodeveloptheseinquiryskillsatanearlyage,
so that, like scientists, they can use observation and infer-
ence to construct explanations for phenomena (Harlen
2001). When learning science, students cannot rely on
observation alone. In elementary science students can
observe many phenomena directly (e.g., an object float-
ing or sinking) but not all. For example, when studying
electrical circuits, students cannot see electrical current.
Rather, they make inferences about the flow of current
from their observations of the brightness of the bulb. As
students add bulbs to a circuit in series, they observe the
bulbs get dimmer but remain equally bright. From this
they may infer that the current has lessened although
each of the bulbs receives the same amount of current.
Combining what they observed (lights equally dim) and
inferred (current lessens but each bulb receives the same
amount), students can generate an explanation for how
resistance affects the flow of current in a circuit.
What difficulties do students encounter in
understanding how scientists use observation and
inference?
Research shows young learners often believe scientists
use only observation when developing explanations, as
they do not understand the importance of inference to
scientific work. In a study of 23 fourth-grade students’
views of science, researchers asked how scientists use
observation and inference to learn about dinosaurs (Ak-
erson and Abd-El-Khalick 2005). The researchers found
most students believed scientists used evidence such
as bones and fossils to explain what dinosaurs looked
like. However, when asked to describe how scientists
determine the color of dinosaurs, students gave a variety
of responses or no response at all. Findings from this
study demonstrate elementary students’ difficulty in
recognizing the role inference plays in helping scientists
to understand natural phenomenon.
Similarly, when Akerson and Volrich (2006) asked
first graders how scientists knew what dinosaurs looked
like, many students believed scientists had actually seen
whole dinosaurs, not that scientists inferred what dino-
saurs looked like based on fossil evidence. After teaching
2. February 2008 57
students how to observe and infer by modeling those
processes in her lessons and being explicit about the role
of observation and inference in science, Volrich found
her students improved their understanding of the two
processes and the importance of each to scientific work.
For example, postinstruction, 12 of the 14 students
discussed how scientists observed and compared bones
to infer what dinosaurs looked like and how they lived.
These students developed a better understanding of
how scientists use both observations and inferences to
explain science phenomena. These studies demonstrate
that young children have the ability to learn the difference
between observation and inference and their role in sci-
ence, but teachers must be explicit about the difference
between the two and their role in the development of
scientific knowledge.
How can I develop my elementary students’
observation and inference skills?
Researchers describe the need for students to have mul-
tiple opportunities and social interaction to learn about
the differences between observation and inference and
their role in developing scientific explanations (Harlen
2001; Simpson 2000). For example, Herrenkohl and
Guerra’s (1998) examination of fourth-grade students’
science learning found an increase in student learning
when a) students had opportunities to discuss in small
groups and as a class what they observed and inferred; b)
they saw the teacher modeling these scientific practices
(i.e., observing and inferring); and c) these practices
became a part of the normative practice of their science
class regardless of the content. In addition, Metz (2000)
found that elementary students’ science learning needs
to be scaffolded around a metacognitive approach,
where students are asked to think about what they know
(i.e., what they can directly observe) and what they do
not directly know (i.e., what they need to infer).
Drawing from this research base, teachers can build a
classroom environment in which students build their un-
derstanding,likescientists,throughobservingandinferring.
The following instructional strategies are recommended:
• Giving students multiple opportunities to practice
observing and discussing similarities and differ-
ences they find in their observations;
• Asking students challenging questions throughout
their explorations to focus their attention on situa-
tions where it is possible and not possible to gather
data using observations;
• Encouraging students to look for patterns and make
generalizations from their data (i.e., inferences); and
• Establishing a positive learning environment where
students feel comfortable challenging one another’s
claims about observations and inferences and how
they were used to generate explanations.
Helping children develop their skills of observation and
inference in science while emphasizing the importance of
each skill will also help them develop a better understand-
ing of how scientists generate knowledge about the world.
Deborah L. Hanuscin (hanuscind@missouri.edu),
a former elementary teacher, is an assistant profes-
sor of science education and physics at the University
of Missouri-Columbia. Meredith A. Park Rogers
(mparkrog@indiana.edu), a former elementary
teacher, is an assistant professor of science education
at Indiana University.
References
Abd-El-Khalick, F. 2002. Rutherford’s enlarged: A content-
embedded activity to teach about nature of science. Physics
Education 37(1): 64–68.
Akerson, V.L., and F.S. Abd-El-Khalick. 2005. How should
I know what scientists do?—I am just a kid: Fourth-grade
students’ conceptions of nature of science. Journal of El-
ementary Science Education 17(1): 1–11.
Akerson, V.L., and M. Volrich. 2006. Teaching nature of sci-
ence explicitly in a first-grade internship setting. Journal of
Research in Science Teaching 43(4): 377–394.
Harlen, W. 2001. Primary science…taking the plunge: How to
teach primary science more effectively for ages 5 to 12. Ports-
mouth, NH: Heinemann.
Herrenkohl, L.R., and M.R. Guerra. 1998. Participant struc-
tures, scientific discourse, and student engagement in
fourth grade. Cognition and Instruction 16(4): 431–473.
Metz,K.E.2000.Youngchildren’sinquiryinbiology:Buildingthe
knowledge bases to empower independent inquiry. In Inquir-
ing into inquiry learning and teaching in science, eds., J. Min-
strell and E.H. van Zee, 371–404.Washington, DC: AAAS.
Simpson, D. 2000. Collaborative conversations: Strategies for
engaging students in productive dialogues. In Inquiring into
inquiry learning and teaching in science, eds., J. Minstrell
and E.H. van Zee, 176–183. Washington, DC: AAAS.