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Checks Lab

Checks Lab. http://www.indiana.edu/~ensiweb/lessons/chec.lab.html. THE CHECKS LAB Nature-of-science Activity * Work in Groups of 3 or 4..... * Keep the 'Checks' (Evidence) Hidden in the Envelope..... * Pull Out ONLY 3 Checks, and Discuss With Your Group What Situation the Checks Imply

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Checks Lab

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  1. Checks Lab http://www.indiana.edu/~ensiweb/lessons/chec.lab.html

  2. THE CHECKS LABNature-of-science Activity * Work in Groups of 3 or 4..... * Keep the 'Checks' (Evidence) Hidden in the Envelope..... * Pull Out ONLY 3 Checks, and Discuss With Your Group What Situation the Checks Imply * Record the Implied Scenario.....

  3. *Now, Pull 3 More Checks and Modify the Scenario........ * Now, Pull 3 More Checks and Further Modify the Scenario....... * Publish Your Results by Describing Your Analysis to the Group

  4. What bits of information on the checks were valuable in formulating a hypothesis? • What information was useless? • Was there any misleading information that was presented? • Why do we say that a hypothesis in science is “tentative”? • How could your hypothesis become a theory? • Is your final hypothesis correct?

  5. http://www.indiana.edu/~ensiweb/natscilh.html Theoretically Speaking  This article makes a strong case for using lessons that provide experience with a critical yet seldom addressed process of science: Historical Science, in contrast to the "The" Scientific Method, the process used in experimental science, and usually the only process of science presented in science classes. Historical Science is equally valid, and is the basis for many studies in many fields of science, including paleontology, geology, astronomy, evolution, and forensic science.

  6. Theoretically Speaking Laura Henriques California State University, Long Beach A federal judge in Georgia recently ruled to remove these stickers from science textbooks: This textbook contains material on evolution. Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully and critically considered.

  7. People claiming “it’s just a theory” don’t fully understand the nature of science. Science educators can respond in a couple ways. We can urge the sticker advocates to add additional stickers saying “Atoms and gravity are theories, too!” or we can do a better job teaching the nature of science.

  8. Activities can be used to help students better understand key aspects of the nature of science. Scientists use the word theory differently than the way it’s used in everyday life. To a scientist a theory is a well-substantiated explanation, strong enough to be useful for making predictions. To the general public a theory is merely a hunch (often lacking substantial support).

  9. This activity models real science in many ways. Usually new data add details to our understanding. We throw out our stories (theories) only when the data leaves no other choice. Like real science, students never know for sure if their story is true—but some story lines seem more plausible and better supported than others. Evolution is similar. Evolution is by far the most probable explanation for current data and hence the theory that is accepted by the scientific community.

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