Teaching the nature of science through process skills: activities for grades 3-8
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston, Mass. [u.a.]
Pearson
2008
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references (p. 275-276) and index |
| Beschreibung: | X, 278 S. Ill., graph. Darst. 28 cm |
| ISBN: | 9780205433339 |
Internformat
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| 010 | |a 2007020712 | ||
| 020 | |a 9780205433339 |c alk. paper |9 978-0-205-43333-9 | ||
| 035 | |a (OCoLC)854688142 | ||
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| 100 | 1 | |a Bell, Randy L. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Teaching the nature of science through process skills |b activities for grades 3-8 |c Randy L. Bell |
| 264 | 1 | |a Boston, Mass. [u.a.] |b Pearson |c 2008 | |
| 300 | |a X, 278 S. |b Ill., graph. Darst. |c 28 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 275-276) and index | ||
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 4 | |a Science |x Study and teaching (Elementary) |x Activity programs | |
| 650 | 4 | |a Science |x Study and teaching (Middle school) |x Activity programs | |
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Datensatz im Suchindex
| _version_ | 1804150248278327296 |
|---|---|
| adam_text | INTRODUCTION
1
Chapter
1 :
What is Science?
13
Consider how you define science as a discipline. You may find that it is easier to de¬
scribe than to define. Science is not simply the study of the world, but is an en¬
deavor consisting of three interrelated aspects, a body of knowledge, a set of meth¬
ods and processes through which this knowledge is produced, and a way of
knowing or understanding reality.
9№i
lì
OBSERVATION, INFERENCE
AND THE NATURE OF SCIENCE
___________________
Chapter
2:
Observation in Science
-
More Than Just Seeing Things!
22
Students participate in several activities designed to emphasize the critical role that
observation and empirical evidence play in the development of scientific knowl¬
edge. In addition to defining observations and practicing their observation skills,
students are challenged to consider how science ultimately depends on evidence to
support its claims!
Chapter
3:
Observation or Inference: A Burning Question
36
in this discrepant event activity, students record observations of a burning can¬
dle, many of which turn out to be inferences. Then the teacher eats the candle, re¬
vealing it to be something other than what it appeared! The point of this lesson is
to emphasize the role inferences play in constructing knowledge, in general, and
scientific knowledge, in particular.
Chapter
4:
Humor Is in the Mind of the Beholder
45
In this activity students construct lists of observations and inferences from comic
strips. In the process, they hone their skills in distinguishing observations from
inferences. Additionally, they further refine their understanding of the role of ob¬
servation and inference in the construction of scientific knowledge. Next, students
apply their understanding of observation and inference to the development of
scientific knowledge as they explore the question How do we know
... ?
for a set
of key science concepts and discoveries.
Chapter
5:
The Proof Is in the Cookie
63
Everyone likes to eat, so this activity will appeal to both elementary and middle
school students. The teacher presents students with spherical mystery cookies
and challenges them to determine what secret ingredient lies at the center of each
one. Students are given probes (toothpicks) to explore the shape, hardness, and
other physical characteristics of the cookies and of the mystery objects contained
within. Later, they are permitted to eat the cookies and can add taste and texture to
their observations. At no time are they allowed to open up the cookie to see
directly what s inside. The activity gives students excellent opportunities to practice
making observations and inferences and can be used to teach that observations
may be based on senses other than sight.
Contents
Chapter
6:
Trailing Fossil Tracks
72
Students develop
а
story to explain patterns of fossil footprints revealed on an over¬
head projector. Their stories change as the teacher reveals more of the footprint-
containing strata. This inquiry activity provides further practice making observations
and inferences and helps students distinguish between the two process skills. The
nature of science is addressed as students relate the changes they make to their infer¬
ences and the way scientists change their explanations as new data become available.
Chapter
7:
Fragmented Fossil Tales
81
In this activity, students are challenged to reconsider the scientific method after
they complete an inquiry activity involving pieces of fossils. In the process, they
practice their observation and inference skills as they attempt to reconstruct prehis¬
toric organisms from fossil fragments. In regard to the nature of science, the lesson
focuses on the roles of creativity and background knowledge in the development of
scientific knowledge. Additionally, students revisit the concept that scientific
knowledge is never absolute as they consider whether they (or scientists) can ever
know that the organisms they reconstruct are
100%
accurate.
Chapter
8:
Of Cannon Balls and Tissue Paper
99
This Web-based, black-box activity focuses on the roles of observation and inference
in the development of our understanding of the internal structure of the atom. As part
of the lesson, students attempt to discern hidden shapes within a box by observing
the flight pattern of projectiles that rebound off the hidden object. After completing
the activity, students will discuss how observation and inference permitted them to
develop a model of the internal structure of the black box, the characteristics of this
model, and the way it relates to the work of scientists and the models they develop.
*
Chapter
9:
Laying Down the Law
113
In this activity, students learn about scientific laws, in general, and the Law of
Superposition, in particular. They examine books placed on a desk and are challenged
to devise an inferred chronological list of when the books were read by the teacher,
who placed them there one at a time after reading them. After students list the
books in terms of when they were probably read, the teacher announces that earlier
someone disrupted the pile, thus changing the order. This activity reinforces the
idea that scientific laws are not absolute.
Chapter
10:
Scientific Theories and the Mystery Tube
124
In this activity, students observe the behavior of strings that are pulled through
holes in a tube and infer the internal arrangement of the strings that best explains
their behavior. In addition to providing another engaging way to practice observing
and inferring, students learn the differences between facts, hypotheses, theories,
and Jaws by creating their own string theory and law of strings.
IF
Chapter
11:
Patterns, Patterns, Everywhere
142
The activities in this chapter use engaging pattern-seeking games to help students
improve their skills at recognizing patterns, while they come to see that pattern-
seeking is a goal of science. Students will be challenged to consider the issue of
whether patterns in nature are invented or discovered by scientists. This chapter
*
with Chris Schnittka
Contents
will serve as an introduction to the process skill of classification, since recognizing
and applying patterns is at the heart of classification in science.
Chapter
12:
Creativity and Constellations
153
Students will create their own constellations from star maps and compare their
creations with the patterns created by diverse peoples throughout history. They will
see how cultural perspective influences the star patterns people have seen in the
sky. This activity will lead to the understanding that creativity and culture, as well
as our perspective in time and space, all affect the patterns we see in the sky.
Chapter
13:
Classified Information
166
Students will use their observation skills to develop classification schemes for sets of
common household objects. Next, they will discuss whether these schemes are
based primarily on physical characteristics of the objects (known in taxonomy
circles as artificial classification), or whether they reflect functional relationships
between objects (known as natural classification). This discussion will lead to the
concepts that inferences (in this case, implied relationships in a classification system)
may tell us more about the classifier than the classified.
*
Chapter
14:
Experiencing Experiments
180
In this activity, students develop deeper understandings of experiments and scien¬
tific inquiry. Not all science activities are inquiry-based, and not all inquiry is
experimental, but each type has value in science. In completing the activities in
this chapter, students will participate in scientific inquiry by designing and conduct¬
ing a real experiment on an event that is as easy to do as it is spectacular. In so do¬
ing, they will gain a greater appreciation of the role of experimentation in science.
*
Chapter
15:
Subjectivity and the Boiling Point of Water
188
Working in small groups, students are challenged to determine the boiling point of
water as accurately as possible. Students will wind up producing a variety of results,
typically ranging from about 95°C to 105°C. The teacher then leads a discussion
challenging students to explain the wide range of boiling points, given that these
results were all based on careful observational data. Finally, students are asked to
consider how scientists arrive at a single accepted value for the boiling point of
water, despite having to deal with similarly disparate results.
¥И1
NATURE
Ör
SCIENCi
Chapter
16:
Perception and Conception: Two Sides of the Same Coin
202
Students observe confusing pictures of familiar objects and read ambiguous descrip¬
tions of familiar experiences. Students can make little sense of these objects and
descriptions until the teacher provides some key hints. These hints provide interpre¬
tive frameworks (paradigms) that make the identification of the images and meaning
of the passages clear. Students then learn that theories play a similar role in interpret¬
ing scientific data
—
there is seldom a direct line from observation to scientific con¬
cept
—
and that theories provide the context in which much of science is done.
*
with Chris Schnittka
Contents
Chapter
17:
Of Mice, Men, and Scientists
221
In this activity, students learn that observations can be influenced by the context in
which they are made. Students in separate classes are asked to observe one of two se¬
ries of line drawings and then are asked to identify a final, somewhat ambiguous im¬
age that could be seen as a man or a mouse. Students will find that the theme of
the prior images strongly influences their perception of the final image. This effect
is known among psychologists as perceptual set and refers to the predisposition
to perceive a thing in relation to prior perceptual experiences. When broadly applied
to science, students learn that scientists educational background, training, and
prior experience can influence their observations and interpretations of the results
of investigations.
Chapter
18:
Science as a Way of Knowing
234
Students continue to explore the meaning of science by taking a closer look at what
is meant by science as a way of knowing. Additionally, they compare science to
other ways of understanding reality and the human condition. In completing the
activity, students learn that we all view the world through a variety of perspectives
and that each perspective contributes something unique to our perception of real¬
ity. Thus, while science has proven to be one of the most powerful ways we have of
understanding the world and learning to manipulate the world for our own pur¬
poses, it is not the only lens available for making sense of reality. In fact, there are
many critical questions in life that science alone cannot address.
Chapter
19:
Assessment and the Nature of Science
250
This chapter describes several approaches to assessing student understandings of
the nature of science, including formative, summative, informal, and formal. Tradi¬
tional multiple-choice tests, open-ended questionnaires, and alternative assess¬
ments are also addressed. The chapter provides a wide variety of examples of previ¬
ously developed nature of science assessments to serve as guides for developing
your own assessment tools specifically tailored to the needs of your students.
Chapter
20:
Conclusion
263
The concluding chapter summarizes what the activities described in this book teach
about process skills and the nature of science and discusses a variety of strategies for
addressing process skills and the nature of science throughout the school year. It
concludes with two cautionary notes. The first concerns the developmental appro¬
priateness of teaching abstract ideas to school-aged children, and the second deals
with the consequences of choosing to avoid instruction about the nature of science.
Suggested Readings
272
An annotated bibliography of nature of science-related books, manuscripts, and
Web sites is provided as a resource for teachers who wish to expand on their nature
of science understandings and instructional activities.
References
275
Index
277
Vi
I Contents
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| spelling | Bell, Randy L. Verfasser aut Teaching the nature of science through process skills activities for grades 3-8 Randy L. Bell Boston, Mass. [u.a.] Pearson 2008 X, 278 S. Ill., graph. Darst. 28 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. 275-276) and index Naturwissenschaft Science Study and teaching (Elementary) Activity programs Science Study and teaching (Middle school) Activity programs Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s b DE-604 http://www.loc.gov/catdir/toc/ecip0718/2007020712.html Table of contents only Digitalisierung UB Regensburg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=025923093&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Bell, Randy L. Teaching the nature of science through process skills activities for grades 3-8 Naturwissenschaft Science Study and teaching (Elementary) Activity programs Science Study and teaching (Middle school) Activity programs Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4041425-5 |
| title | Teaching the nature of science through process skills activities for grades 3-8 |
| title_auth | Teaching the nature of science through process skills activities for grades 3-8 |
| title_exact_search | Teaching the nature of science through process skills activities for grades 3-8 |
| title_full | Teaching the nature of science through process skills activities for grades 3-8 Randy L. Bell |
| title_fullStr | Teaching the nature of science through process skills activities for grades 3-8 Randy L. Bell |
| title_full_unstemmed | Teaching the nature of science through process skills activities for grades 3-8 Randy L. Bell |
| title_short | Teaching the nature of science through process skills |
| title_sort | teaching the nature of science through process skills activities for grades 3 8 |
| title_sub | activities for grades 3-8 |
| topic | Naturwissenschaft Science Study and teaching (Elementary) Activity programs Science Study and teaching (Middle school) Activity programs Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Naturwissenschaft Science Study and teaching (Elementary) Activity programs Science Study and teaching (Middle school) Activity programs Naturwissenschaftlicher Unterricht |
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