MI BIG
Constructing New Scientific Knowledge I.1
Map (html) | Map
(Inspiration)
-
All students will ask questions that help them learn about the world.
-
All students will design and conduct investigations using appropriate
methodology and technology.
-
All students will learn from books and other sources of information.
-
All students will communicate findings of investigations, using
appropriate technology.
Overview
"We shall not cease from exploration and the end of all our exploring
will be to arrive where we started and know the place for the first
time." T.S. Eliot
Scientifically literate people are continually constructing
"new" understandings. We are constantly learning as we encounter
new information gleaned from many sources including personal real-world
experiences, scientific investigations or the reconstruction of previously
learned information. Constructing new scientific knowledge is an activity
in continual problem solving, analysis and questioning.
Essential Background Narratives
Ask questions that help them learn about the world.
Design and conduct investigations using appropriate methodology and
technology.
Learn from books and other sources of information.
Communicate findings of investigations, using appropriate technology.
Students in the elementary grades should be encouraged to ask and seek
answers to questions, collect objects, count and measure objects,
construct bar graphs from collected information, discuss their findings
with others, and make use of assorted reference materials. They should
develop solutions to problems through reasoning, observation, and
investigations being able to collect data, predict outcomes, draw
conclusions, and conduct fair tests. Young learners will generate
questions based on their own observations. These "What if..?"
questions are very important for learning.
At the middle school level, the type of questions students ask is more
refined. Although based on observations, the procedures for answering the
questions will rely on gathering and analyzing evidence about the world.
At this level, students frequently think that scientific knowledge only
changes with regard to facts and the use of improved technology. Often,
middle school students do not understand the role of theory in the
development of science. Implementing their own investigations may help
students understand the development of scientific knowledge through
changes in theory and observation. It is also important at this level to
work consistently with students to develop their idea of the process of
experimentation. Middle school students often think of all experiments as
"trying out" their ideas or attempting to produce particular
results. While this is a good start, further instruction can help students
realize that good science research is developed from ideas and questions
and the testing of those ideas.
At the high school level, students can move beyond direct observations to
investigating ideas that can be measured empirically. The investigations
at this level are more detailed, thoroughly developed and systematic.
There are two issues in conducting investigations that are prominent
throughout all levels of school. First is the idea of controlling
variables. Students at all levels, elementary school through college, have
difficulty identifying variables and designing investigations that change
only one variable at a time. At the elementary level students have
difficulty understanding the concept of variables. Attention needs to be
paid to this idea and to designing investigations in which only one
variable is changed at a time. The idea of fair comparison can be used
with elementary and middle school students to help them consider the
variables in an investigation. Students can be asked if two tests are fair
comparisons.
The second issue is causality. Across the board, students have difficulty
interpreting results. They assume that if two events happen together, one
causes the other. Students will not look to evidence to clarify the relationships. Students may make a causal claim based on just one
observation. Students also tend to look at evidence to support their
previous thinking about causality. They at times might deny evidence that
runs counter to what they thought would happen, or distort the evidence
they gather to support their beliefs. Again, careful questioning and
monitoring of students' ideas can help challenge them to look beyond their
beliefs and extend their understanding.
At the elementary level, students should be challenged to solve problems
through reasoning, observation and investigation. This type of
thoughtfulness is critical to developing scientific literacy. It also
takes time and guidance. Students, even at the elementary level, need to
take their time to consider solutions to problems, offer multiple paths to
solutions, and begin to look for reasons for different solutions.
Students should be able to use simple tools (hand lenses, wind-direction
indicators, grids for sampling areas of the sky or landscape) to help them
with their observations and data collection. Simple measurement devices
(spoons, measuring cups, scales, thermometers, rulers, and graduated
cylinders) should also be introduced. It is imperative that the metric
system be included in these measurements and that measurement tools with
metric units be used in the classroom. Using these tools, elementary
students might make simple mixtures like food or play dough. It is
critical to realize that when students repeat an investigation, the
results they get could be different from the preceding investigation.
Students need to begin hypothesizing reasons for varying results and be
given time to investigate their ideas.
As students progress to the middle school level they should continue to be
engaged in generating questions about the world based on observation.
Middle school students should be able to design and conduct experiments
using the process of scientific investigation - test, fair test,
hypothesis, theory, evidence, observations, measurements, data, and
conclusions. Forms for recording and reporting data (tables, graphs,
journals, etc.) are more frequently used when conducting, following or
altering laboratory instructions, i.e. mixing chemicals. Using metric
measurement devices (balances, thermometers, measuring tapes, graduated
cylinders) at the appropriate time with the appropriate labels
(millimeter, liter, gram, etc.) provides accuracy in an investigation.
They should be able to write and follow procedures using step-by-step
instructions, formulas, flow diagrams, and sketches. At the middle school
level students begin to understand the differences between theory and
evidence. They must also distinguish between the description and
interpretation of evidence.
In the later middle school grades and in high school, students will ask
questions, often built on prior knowledge that can be investigated
empirically. They will design and conduct systematic scientific
investigations. Students should be able to recognize and explain the
limitations of measuring devices. Further discussion of the distinction
between theory and evidence is important here also.
High school investigations can move out of the classroom conducting field
research. Additionally, students at the high school level need to begin to
understand that scientists can have more than one, equally reasonable,
explanation for the same set of observations. Students must begin to build
the idea that information is not simply right or wrong. To do this, they
must understand sources of error, range, uncertainty, tolerance and
precision.
At the elementary level, students must begin to develop strategies for
information gathering. Students need opportunities to read trade books,
magazines and reference books. Beyond this they must have access to
appropriate internet information and computer software. They may also
interview experts, adults or peers.
At the middle school level, this information gathering can expand to the
developing and using a variety of forms for presenting scientific
investigations and evaluating information from figures, tables and graphs.
Students at the high school level may begin using scientific journals for
information. Technical reference books are also appropriate.
Elementary school students can be expected to construct charts and graphs
and prepare summaries of their observations. They may not be able to
interpret evidence deeply but can discuss simple changes evident in the
data they have collected. They may also read charts such as bar charts
from the newspaper. Students should support their ideas with simple charts
and graphs. Discussions help students understand that their information
should be presented systematically and can be challenged by others.
In the middle school, students should be expected to write and follow
procedures in a step-by-step form. They should be able to identify the
purpose, procedure, observations, conclusions and data in their work.
Middle school students can be asked to present their ideas completely.
They can begin to look at their information as other people might and to
develop rational arguments to support their conclusions.
At the high school level, group discussions, presentations and
summarizations are important for developing scientifically literate
students. Asking students to restate or summarize what others have said,
ask for clarification or elaboration, consider alternative perspectives
and defend a position are also important at this level. Students must be
encouraged to support their opinions with reasons and evidence and to have
their opinions challenged rationally.
|
