frank jenkins, phd, retired secondary science education centre for mathematics science and...

Frank Jenkins, PhD, retiredSecondary Science Education

Centre for Mathematics Science and Technology Education (CMASTE)Centre for Research in Youth Science Teaching and Learning (

CRYSTAL Alberta)

University of AlbertaEdmonton, Canada

[Accompanying assignments]

1FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf.

Carl Sagan on School ScienceCarl Sagan:“The whole idea of

democratic application of skepticism is that everyone should have the essential tools to effectively and constructively evaluate claims to knowledge.” Demon Haunted World, p. 76

“[These tools] are hardly ever mentioned in the schools, even in the presentation of science….” DHW, p. 77

Frank Jenkins:We have allowed pure science

knowledge to dominate other kinds of knowledge. This expresses our current (not past, and hopefully not future) valuing within curriculum & assessment.

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 2

Creating & Testing My ClaimEducation and science primary research literatureDaily Edmonton Journal including Sunday ReaderNutrition Action Health Newsletter by Centre for

Science in Public Interest (CSPI) (a magazine)Climate Cover-up by James Hoggan (a book)Wingnuts by John Avlon (a book)The Best American Science Writing by Groopman

(book)What the Dog Saw by Malcolm Gladwell (a book)The Demon-Haunted World by Carl Sagan (a book)All Life is Problem Solving by Karl Popper (a book)

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 7

Contexts: Inquiry for CitizenshipSource of claimsnewspaper articlesmagazine articleslobbying literatureradio and TV news/adsprimary research

literature (peer-reviewed)

textbook and classroom language/talk (yours?)

Types of claimsmedical research

MS liberation treatmentalternative medicine

candling; aromatherapyenvironmental research

oil sands developmentclaims of the paranormal

water witchingeducation research

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 9

Evaluating claims to knowledgehealth claims; e.g.,

drug efficacysurgery efficacydiet efficacyvitamin efficacyexercise effectivenessbrain-use effectivenesssleep effectssocial effectsattitude effects

alternative medicine; e.g.,

naturopathychiropracticaromatherapyacupunctureherbal therapymagnetic therapyorganic foodsfaith-healingpsychic surgery

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 10

Evaluating claims to knowledgeenvironmental

claimsglobal warmingacid rainradioactivitymining & restorationflaringdrag-netting fishfish farmingpesticide use

paranormal claimsalien abductions; UFOsbig-foot; crop circlespsycho-kinetic powerschanneling;

mindreadingfairies; ghosts; visionsastrology; ESPhalo readings et al

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 12

Evaluating claims to knowledgeeducational claims

curriculum emphases whole readinginquiry-based sci. ed.nature of science

benefitsclass sizemetacognitionconstructivismlaboratory workassessment techniques

paranormal claimsalien abductions;

UFOsbig-foot; crop circlespsycho-kinetic powerschanneling;

mindreadingfairies; ghosts; visionsastrology; ESPhalo readings et alpsycho-surgery

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 13

Nutrition Action byCentre for Science in the Public InterestQuick StudiesMg and Sudden Death

88 000 women26 yearscorrelational study

Omega-3s Miss Markrandomly assigned4,800 subjects (60-80 a)1 of 4 margarines; 3.5 ano significant difference

Don’t Just Walk260 middle agedfour groups (1 control)9 monthsquotes other studies

Protein & Carbseight country study800 adults lost weightthen given either

protein or carbs

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 15

Climate Cover-Up book (Hoggan)--evaluating claims to knowledge

relevant credentials?practicing researcher?legitimate peer-review?paid “expert” opinion?respected journal?source hyper-vigilance?national science

academy?evidence-based science?selected evidence?fact checking?

scientific attitudes?scientific integrity?big-money lobbying?ethical PR firm?against misinformation?petition vs. survey?problem of balance?economic interest?tolerance for

uncertainty?manipulated media?

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 17

Evaluating health claims: Q’s1. funding agency?2. relevant credentials?3. legitimate peer-review?4. respected journal?5. anecdotal, correlational

or cause-&-effect study?

6. animal or clinical trial?7. double-blind study?8. placebo & placebo

effect?

9. evidence-based science?

10. population for sample?

11. random sample?12. sample size?

13. term of study?

14. replication needed?

15. (un)certainty expressed?

16. statistically significant?

17. in whose interest? ethics?

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 19

Evaluating environmental claims—Q’s1. funding agency?2. relevant credentials?3. legitimate peer-review?4. respected journal?5. anecdotal, correlational

or cause-&-effect study?9. evidence-based science?10. population for sample?13. term of study?

14. replication needed?

15. (un)certainty expressed?

16. statistically significant?

17. in whose interest? ethics?

18. number of samples?

19. number of variables?

20. number of sample sites?

21. seasonal sampling?

21. up-down stream tests?

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 20

Thank youHand-off to you:1.How do we create, test

& use inquiry-based (NoS) science education in the classroom & laboratory.

2.How do we create, test and use inquiry (NoS) tools for citizenship.

Consider the potential and persevere with your experience, knowledge and problem solving approach.

Acknowledgements:my fellow authors; school

and university colleagues my students; my familyothers who have written and

worked on this endeavourwww.CMASTE.ca under

Outreach and Science Educ.www.CRYSTALAlberta.ca

under Science Reasoning Text

fjenkins@ualberta.net

FJenkins@UAlberta.net, 2011-10-22 ATA SC Conf. 22