Teaching the scientific method
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Presentation for science teacher trainers in Cambodia on how to integrate the scientific method in their lessons
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Teaching the scientific method
- 1. Training on Student Centered Approaches for Science Education Teaching the Scientific Method RTTC Kandal, January 2010
- 4. Example traffic light cards What is the scientific method? Science can prove anything. True False No idea
- 5. Example traffic light cards False Science attempts to disprove hypotheses by testing them with data from carefully designed experiments. If the idea survives testing, then it is a stronger explanation. Science is a process which can only produce “possible” or “highly probable” explanations for natural phenomena; these are never certainties. With new information or approaches, earlier findings can be replaced by new findings .
- 6. Example traffic light cards What is the scientific method? Science can solve any problem or answer any question. True False No idea
- 7. Example traffic light cards False The scope of scientific knowledge is limited to the physical world, a world that we can observe with our senses. Science is not suitable to handle the supernatural, values and ethics. Scientific explanations must be disprovable. Explanations based on supernatural forces, values or ethics can never be disproved.
- 8. Example traffic light cards What is the scientific method? Scientific explanations must be based on careful observations and the testing of hypotheses. True False No idea
- 9. Example traffic light cards Science must follow certain rules; otherwise, it's not science (just as soccer is not soccer if its rules are not followed). The rules of science are intended to make the process as objective as is humanly possible, and thereby produce a degree of understanding that is as close to reality as possible. True
- 10. Example traffic light cards What is the scientific method? Different scientists may get different solutions to the same problem. True False No idea
- 11. Example traffic light cards Science can be influenced by the race, gender, nationality, religion, politics or economic interests of the scientist. Different backgrounds may lead, intentionally or unintentionally, to different research hypotheses. Unfortunately, science may also be misused. The peer review system aims at controlling the quality of scientific research and falsifying incorrect hypotheses. True
- 14. Tips There is no single correct path to follow when doing a scientific investigation. Science should be an exciting and creative pursuit, not a fixed series of steps
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- Science can prove anything. FALSE. The process of science, when properly applied, actually attempts to disprove ideas (hypotheses) by testing or challenging the hypothesis with observations (data) gathered from carefully designed experiments. If the idea survives testing, then it is stronger, and more likely an accurate explanation. Science is a process which can only produce “possible” or “highly probable” explanations for natural phenomena; these are never certainties. With new information, tools, or approaches, earlier findings can be replaced by new findings. Science can solve any problem or answer any question. FALSE. The realm of science is limited strictly to solving problems about the physical world, a world that we can observe with our senses. Science is not properly equipped to handle the supernatural realm, nor the realm of values and ethics, realms that cannot be observed with our senses. Scientific explanations must be potentially disprovable. Explanations based on supernatural forces, values or ethics can never be disproved and thus do not fall under the realm of science. Any study done carefully and based on observation is scientific . FALSE. Science must follow certain rules; otherwise, it's not science (just as soccer is not soccer if its rules are not followed). The rules of science are intended to make the process as objective as is humanly possible, and thereby produce a degree of understanding that is as close to reality as possible. Scientific explanations must be based on careful observations and the testing of hypotheses. Different scientists may get different solutions to the same problem. Science can be influenced by the race, gender, nationality, religion, politics or economic interests of the scientist. TRUE. Intentional or unintentional sources of bias introduced in a study can result in different solutions to the same problem. Scientists are people, and although they follow certain rules and try to be as objective as possible, both in their observations and their interpretations, their biases are still there. Unconscious racial bias, gender bias, social status, source of funding, or political leanings can and do influence one's perceptions and interpretations. Unfortunately, science is all too frequently misused. Because it works so well, there are those who apply the name of science to their efforts to "prove" their favorite cause, even if the rules of science were not followed. Such causes are properly labeled "pseudosciences". Also, some scientists have been known to do fraudulent work, in order to support their pet ideas. Such work is usually exposed sooner or later, due to the peer review system and the work of other scientists.
- Objective: students learn and discuss about characteristics of the Moon They have preferably access to reference books, internet Divide students into teams of three to five members Instructions: Brainstorming : Write down as many ideas as possible regarding the potential use of the 15 items for your trek to the research station. At this time, do not discuss or evaluate the merit of these ideas. Evaluation and consensus building : Discuss the merits of the ideas presented during the brainstorming session, and develop a consensus within your group regarding the relative value of each of the items. Place a 1 by the item you value most and a 15 by the item you value least, recording the rationale for your ranking. Discussion and defense of position : Compare your ranking with those of other groups. If there are differences, discuss them, presenting reasoned arguments for your ranking. 15 items: Box of matches 2 100kg tanks of oxygen Stellar map 10 kg dehydrated food Traditional signal flares First aid kit 50 m of nylon rope Solar powered fm radio 10 l of water Portable heating unit Two 45 caliber pistols Case of dehydrated milk Life raft Magnetic compass Parachute silk
- Classification & Categorizing (card sorts) Biology: Drying and laminating leaves. Why use this technique? Student think about classifications they encounter Students’ prior knowledge can be assessed Students learn how to justify ideas
- Biology: classification of leaves, animals Earth science: rocks, planets Chemistry: substances, elements
- Objectives of this activity Observe pictures Make classes based on scientific criteria Argument their choice Compare alternative classification
- Include stack “not sure” Objectives Observe pictures Make classes based on scientific criteria Argument their choice Compare alternative classification
- Make cards with pictures of matter, formula, description Ask students to classify Discuss criteria
- Vol 1, p80 3 classes: matter/ no matter/ not sure Familiarity with the items Listening to discussions Properties of matter: mass, volume, size, shape
- Vol 2, p115 Ask students to cross out any words they are unfamiliar with 3 groups: food/ not food/ unsure Students discuss criteria Make definition of food - Items can be added/ deleted, depending on the level of the students
- Object: burning candle Each member in turn lists an observation, which is written on a large piece of paper Refresh the definition of inference and point at observations that are in fact inferences. Observation : record resulting from study of event or object Inference : conclusion drawn from evidence or reasoning based on observations
- The story of Alexander Fleming can be used: he discovered penicillin by noticing a slight discrepancy in the growth pattern of bacteria. After much research he managed to isolate the substance that inhibits the growth of bacteria: penicillin.
- Yes or No? A cube of sugar will not ignite from a lit match. Do you think the cube will ignite if you sprinkle ashes on it first?
- Look for a topic in the curriculum that you can teach with a discrepant event Try-out the part of the lesson in which you use the discrepant event. Include an accompanying document that contains the following: material needed, subject(s) or content, time required, target grade level science key-words questions that you would use misconceptions that the students might have about this topic