1. sort a stack of cards into 2 columns based on your sense of whether their statements represent...
TRANSCRIPT
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1. Sort a stack of cards into 2 columns based on your sense of whether their statements represent ‘what scientists do’ versus ‘what students do in a typical science classroom.’
2. Use the blank cards to annotate your sort, as another group will visit your table in a Gallery Walk.
How different is the real world of science fromscience education in a classroom?
ACTIVITY: (for pairs)
What Do Scientists Really Do?
3. During the Gallery Walk, leave a comment for the group(s) you visit.
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SCIENTISTS
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SCIENCE STUDENTS
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They identify questions that lead to scientific explanations of natural phenomena.
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They consume the facts, and the ideas of science without a thorough exploration of the evidence that supports it.
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Rather than strictly follow a prescribed ‘scientific method,’ a wide array of methods are developed and used to pursue questions.
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They use a universally accepted scientific method to define the process for pursuing questions.
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In essence, they perceive science as a powerful way of thinking which provides them thrilling opportunities to engaging in fascinating questions and puzzles.
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In essence, they perceive science as a huge body of complicated knowledge.
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They rely heavily on an understanding of standards of evidence and rules of logic.
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They rely heavily on their ability to remember facts and terminology as they strive to comprehend or deduce the accepted correct answers to scientific questions.
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They use a range of techniques to collect data systematically and a variety of tools to enhance their observations, measurements, data analyses and representations.
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They participate in experiments that always involve directly observable, controlled and independent variables. They present results mainly in tables, line graphs and bar graphs.
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They frequently talk and collaborate with their colleagues, both formally and informally. They exchange e-mails, engage in discussions at conferences, and present and respond to ideas via publications in journals and books.
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Their discussions with colleagues center on understanding set logistics and procedures and on the acceptable answers to questions given to them.
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They typically share credit for results because they depend on one another for ideas, perspectives and productivity.
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They are independently accountable for comprehending ideas and production of reports.
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They hold data and evidence in a primary position in deciding any issue.
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They receive explanations from authorities such as books and experts.
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They modify or abandon accepted explanations when new, well-founded data conflict with a hypothesis or theory.
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When experimental results don’t support an accepted explanation, they assume there was an error in the experiment.
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