1. Teaching the Nature of Science
Rajul Pandya

2. Agenda Why should we teach nature of science? (10 minutes)
Examine popular conceptions about science (Small groups, 10 minutes to work, 10 minutes to discuss)
Cubes of Science (5 minutes to do, 10 minutes to unravel and teach from)
Discussion of other activities (10 minutes)

3. What is the Nature of Science
Nature of science refers to how scientific knowledge is created and validated.
It includes the practices of scientists, how new ideas are incorporated into the accepted body of knowledge, and what kinds of questions are appropriate for scientists to address.

4. Use think-pair-share answer the questions above.
Why does someone who is never going to do science need to learn about the nature of science? Why does someone actually doing science need to learn about the nature of science?
Why should we explicitly teach NOS?
For non-scientist, scientific reasoning is likely more useful than any scientific content
Widespread misconceptions about how science works and what it does
Shared by emerging scientists
Misconceptions can be a barrier to using science (e.g. climate change)
NOS of science allows us to consider how science fits into being human (what will I use this for?)
Can we get beyond ways of knowing?
Two problems with ways of knowing
If all ways of knowing are valid, how will we decide if/when they don’t align?
Many of us want to rank ways of knowing
Even if you allow that different ways of knowing work in different contexts, you can’t get away from compartmentalizing knowledge – that simply doesn’t work in many indegenous cultures.
Use think-pair-share answer the questions above.

5. Some popular ideas about science
A theory, with enough evidence, becomes a law.
Scientists use ‘the scientific method’ to do their research.
Science is objective; the facts speak for themselves and no one cares who you are or where you come from.
Science is objective, its answers are either right or wrong, true or false.
Science is about focusing, hardwork, and lonely hours in the lab.
Science isn’t creative.
Science proves things.

6. In Groups What is right about these statements?
What is problematic with these statements?
If you can remember, how did you become aware these statements had problems?
How would you help students see the problems?
Can you revise these statements to make them better?

7. Cubes of Science
1. Without touching the cube in any way, please figure out what is on the bottom of the cube
2. When you are ready, we will hear from each group about
what is on the cube
how you know

8. Reflection What do these cubes have to do with science?
What do these cubes say about the popular conceptions you explored in your small group?

9. Activities to Teach NOS
Cubes of Science from Avoiding Denatured Science: Activities that Promote Understanding the Nature of Science
Please don’t read this ahead of time – we’ll be trying the activity
I am not sure about the copyright for this article
A old but great article from the journal of college science teaching – worth the dollar
What Should Students Learn About the Nature of Science and How Should We Teach It? Applying the "If-And-Then-Therefore" Pattern to Develop Students' Theoretical Reasoning Abilities in Science
Science as Story Telling to Teach the Nature of Science from the SERC website
Understanding Science. A great website from UC Berkeley – aimed mostly below UG but still good.