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The Nature of Science for AZ AAPT

Does the typical science course truly reflect the nature of scientific practice?
by

Kelli Warble

on 11 January 2016

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Transcript of The Nature of Science for AZ AAPT

The Nature of Science
vs. the Nature of Science Education
AzAAPT
Tempe, AZ
Saturday, Sept 26th, 2015

HS Teacher
Mathematics & Physics
16 years Title I schools
2 years public charter ASA
starting 4th year as TiR
About Me
Modeling Instruction
Sample Lesson
Consensus
"The
least
objectionable answer to the majority of the community."
"Within the framework of a scientific
model
, observations can be interpreted in
much more far-reaching
ways than are possible without a theory."
Robert Karplus
UC Berkeley Physics
Introductory Physics:
A Model Approach
Alternate Discussion:
1. What is science?
2. What is reality?
3. Is science reality?
Dwain Desbien
Estrella Mtn CC
Kelli Gamez Warble
ASU TiR
Trained as pre-service teacher
Workshop leader since 1997
Development team leader for Middle School Modeling
Discussing the NOS:
Why discuss the
Nature of Science
in science
class
?
STEM
education
should not be distinct from the practice of
doing
STEM.
Our science
classrooms
should reflect the collaborative nature of the scientific
community
.
Legislating STEM
=3.2
Indiana 1897
vote 67-0
"God created the world within the last 10,000 years."
Kansas 1999
6-4 vote
Public: 50% agree
"Dinosaurs existed millions of years ago."
Kansas 1999
Public: 80% agree
Mystery Cube
Record your (individual) observations.
Record observations shared by your nearest colleagues.
Record observations shared by the worldwide community.
1.
2.
3.
Discussion Points
1.
How did the mystery cube activity reflect (or not) how science is practiced by scientific researchers?
2.
Which of the 8
Engineering & Science Practices
listed in the NGSS were used as part of the mystery cube activity?
3.
Is it possible (or desirable) to teach the Nature of Science without teaching a particular science content area? Is it possible to teach science content without using NOS practices?
Dwain Desbien

Model Building
4 strands of science learning:
Issues in Science and Technology
, Summer 2009
Thanks
kelliw@asu.edu
kelligw@gmail.com
Montana 2012
What's on the bottom of the cube?
“When I was growing up,
autism
wasn’t really a factor...and now all of a sudden, it’s an epidemic...My theory, and I study it because I have young children,
my theory is the shots
. We’re giving these massive injections at one time, and I really think it does something to the children.”
Donald Trump
Representative Clayton Fiscus
Florida
March 2015
2007
....and 2015
1.
2.
3.
4.
Know, use, and interpret scientific explanations of the natural world
Generate and evaluate scientific evidence and explanations
Understand the nature and development of scientific knowledge
Participate productively in scientific practices and discourse
All 4 strands characterized as
equally
important
"...Yet what is taught in most schools today, from kindergarten through introductory college classes, focuses almost exclusively on only a portion of the first strand: teaching students to
know
scientific explanations of the natural world."
Bruce Alberts
biochemistry/biophysics
UC San Francisco
"State Department of Environmental Protection officials have been ordered not to use the term
climate change
or
global warming
in any official communications, emails, or reports."
Ms. Stone's 8th grade class
Chicago, IL 2015
Full transcript