northern illinois university the nature of science

Northern Illinois UniversityNorthern Illinois University

The Nature of Science


Learning Objectives

Identify and explain common myths of science Identify and implement instructional changes

advocated by the National Science Education Standards

Identify the process skills of science Identify attitudes consistent with scientific

investigation Implement science process skills into a thematic

unit


What Science is Not

Science does not find the answers to questions

Science does not state cause Sample is irrelevant to science Evidence, in science, can definitely confirm

a hypothesis Scientists are always open to new ideas


What Science is Not

Peer acceptance of results is unimportant in science

Science operates independently of society Science precedes technology Science and technology are driven by the same

goals Ethical questions are the same for science and

technology


What Science Is....

Processes Content Attitudes An “analysis of physical reality” A means to a better explanation of the

world around us


Process Skills

Frames adapted from those prepared by Stephen Wallace for CWC Staff

Development Project


Process versus Content

Issues in Science Teaching Is Science a process or content?


National Science Education Standards

Increasing emphasis on.... Understanding concepts and developing abilities

of inquiry Learning subject matter and process skills in

context Integrating science content Studying a few fundamental topics


National Science Education Standards

Investigations over extended length of time Using multiple skills Science as argument and explanation and using

evidence and strategies for developing or revising an explanation

Communication of findings Managing ideas and information


Scientists’ Attitudes

Fascination with the world Humility and skepticism Thinking positively about “failure” Change and uncertainty Guarding against oneself Struggling for objectivity


Processes of Science

Observing Communicating Classifying Measuring Relating Objects in Space and Time Predicting Inferring


Processes of Science

Controlling Variables Defining Operationally Experimenting Discrepant Events


Observing

Qualitative– Using the five sense to describe and collect data

Quantitative– Use instruments such as balance, rule, clock,

and graduated cylinder– Consider the variable time to expand data

collection


Communication

Graphs Charts Maps Photographs Pictures Diagrams Reports


Classifying

Arbitrary Abstraction of a quality Types of classification systems

– Binary System– Multistage


Measuring

Determination of extent, dimensions or quantity by comparing to a unit of measure

Children master this skill through repetitions

Use the SI (metric) system


Relating Objects in Space and Time

Symmetry Motion Rate of Change Conceptualization of size of objects viewed

through microscope/telescope


Predicting

Forecasting a future event


Inferring

A tentative explanation of an observation Makes use of inductive reasoning--multiple

observations for a set of events lead to the statement of a rule


Controlling Variables

Three variables– Independent– Dependent– Controlled


Defining Operationally

A statement defining variables and procedures

Used to narrow the possibilities in interpretations


Experimenting

Used sparingly Not to be confused with “activities” Involves the testing of a formal hypothesis May incorporate many of the previous skills


Experimenting

State a question Form an hypothesis Operationally define variables Design a test of the hypothesis Perform the test and collect the data Organize and interpret data State a conclusion Report the conclusion


Discrepant Events


References

Callery, M. L. and Koritz, H. G. (1993). Ten Myths of Science. Journal of College Science Teaching, 22, 3, 154-157.

Carin A. A. (1997). Teaching Modern Science. Upper Saddle River, NJ: Merrill.

northern illinois university the nature of science

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