Chapter 1: What Is Science? Chapter 1: What Is Science? Central concepts:  Children’s perceptions of science vary and often are inaccurate  Considerable improvements in science achievement have been made over the past decade, yet present conditions and majority of teaching practices limit achievement gains for females and minority groups  Science is a dynamic human enterprise, not a static construct  Essential elements must be include in lessons for effective teaching and learning.  As defined, science consists of three interrelated components - Attitudes, Processes and Knowledge  ”Whole science" represents the interrelationship of all three components  National Science Education Standards advocate scientific literacy for all learners through a whole science philosophy and teaching approach T 1.0

Children’s Perceptions Science is...  “Real hard. Harder than reading. We aren’t allowed to have it in kindergarten.” (Antonio - K)  “After lunch sometimes when there is nothing else to do.” (Shawna, 1st)  “Children can’t be scientists until they are older.” (first grader)  “When you smoke cigarettes and get cancer it is because of science.” (Nancy, 1st)  “We just read a book. I think you get it in junior high....” (William, 3rd)  “Children can be scientists and really good ones, too!” (third grader)  “It depends on what grade you’re in and who your teacher is.” (Greg, 5th)  “Supposed to be about learning how we learn about the world and how to use the scientific method in thinking. I know because my dad is a scientist and he keeps asking me when we’re going to learn that in science. I just tell him that we haven’t gotten to it yet.” (Doreen, 6th) T 1.1

Children’s Perceptions, cont. Draw a scientist, compare to Figure 1.1 and answer: Who are scientists? Is the following True of your drawings? “Scientists are middle aged white males who wear lab coats and glasses. Their peculiar facial features are indicative of their generally deranged behavior. They work indoors, alone, perhaps underground, surrounded by smoking test tubes and other pieces of technology. An air of secrecy and danger surrounds their work.” T 1.2

Achievement (according to NAEP data) Grades 4 & 8 mostly stable for past decade (NAEP data) Scoring above “proficient”: 29% 4th grade, 32% 8th grade Grade 8 student in 90th percentile show modest improvements T 1.3

Gender (according to NAEP data) Males achieve higher than females in grades 4 and 8 Achievement gap widens over time and favors males T 1.4

Race/Ethnicity (according to NAEP data) Average scores of White learners at all grade levels continue to be higher than Black, Hispanic, or American Indian peers. Score gap between White learners and Black and Hispanic learners has not grown since T 1.5

Effective Teaching and Learning Key factors, according to teachers, to help all learners: Content that is significant and worthwhile (standards- based). Engaged learning through purposeful interaction. Learning environment - respectful and rigorous Access for all learners via adjusted instruction. Skillful uses of questioning to enhance conceptualization. Making sense by making intellectual connections. T 1.6

Science … Is a human construct and human activity. Is bound by history. Changes over time. Has theories that based on empirical evidence. Has a knowledge base that is not absolute. Has methods that change over time. Deals in abstractions and ideas. Has research agendas that are influenced by social interests and policy. To be learned, requires attention and intellectual engagement. T 1.7

T 1.8 What is Science? Science is a concept constructed from human thoughts and actions. Humans are driven by our curiosity and our need to know. The ways we seek help us to make the discoveries of science. Science is the interrelationship of three factors: attitudes, processes, and knowledge.

Attitudes Emotional attitudes arise from natural curiosity. Intellectual attitudes arise from positive learning experiences and require advances in mental development. See Table 1.1 T 1.9

T 1.10 Scientific Attitudes

T 1.11 Observing Classifying Measuring 22 Scientific Processes include Basic Skills such as: Scientific Processes include Basic Skills such as: Reference: Table 1.2

T 1.12 Hypothesizing Scientific Processes include Integrated Skills such as: Scientific Processes include Integrated Skills such as: If... Then... Reference: Table 1.2 Experimenting  Investigating T 1.12

T 1.13 Facts Concepts Principles Theories Science Knowledge includes: T 1.13

Whole Science Formula from the National Science Education Standards: Whole Science = Attitudes + Processes + Knowledge Whole Science  Scientific Literacy T 1.14

Aims of Standards & Research-Based Reform Engage and guide learners; meaningful content Share responsibility for learning with children Adapt the curriculum for authentic learning Assess progress in multiple ways Maintain a science safe environment Use questions to excite, motivate and sustain Support learning for all children T 1.15