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The Nature of ScienceThe Nature of Science

This document can be freely copied and amended if used for This document can be freely copied and amended if used for educational purposes. It must not be used for commercial gain. The educational purposes. It must not be used for commercial gain. The author(s) and web source must be acknowledged whether used as it author(s) and web source must be acknowledged whether used as it

stands or whether adapted in any way.stands or whether adapted in any way.

Download Download K1.1_2.1a K1.1_2.1a ‘Ideas and evidence’ Authored by Keith Ross ‘Ideas and evidence’ Authored by Keith Ross University of Gloucestershire accessed from University of Gloucestershire accessed from

www.ase.org.uk/sci-tutorswww.ase.org.uk/sci-tutors date created February 2006 date created February 2006


The Nature of Science The Nature of Science Currently this is covered by Sc1: Scientific Currently this is covered by Sc1: Scientific

Enquiry’ of the science national Enquiry’ of the science national curriculum: curriculum: Ideas and evidenceIdeas and evidence and and Investigative skillsInvestigative skills..

Here we deal with Here we deal with Ideas and evidenceIdeas and evidence


Some questions to begin with: Some questions to begin with:

1a. What are some of the 'big' ideas of 1a. What are some of the 'big' ideas of science, and when did they become an science, and when did they become an accepted part of our understanding? accepted part of our understanding?


1b. Arrange these words and link with arrows to show how you think science works

1b. Arrange these words and link with arrows to show how you think science works

experiment communicate notice things

predict discover hypothesise

observe search for the truth

have ideas

make theories

test ideas investigate


Q2 Starting with children’s ideasQ2 Starting with children’s ideas

If you wrap a block of ice cream up in a If you wrap a block of ice cream up in a blanket, will it melt faster, slower or at the blanket, will it melt faster, slower or at the same rate as the unwrapped one left in the same rate as the unwrapped one left in the same room at room temperature? same room at room temperature?


Q3 Starting with children’s ideas Q3 Starting with children’s ideas

The CandleThe Candle

What is the function of the wax?

To hold what is burning To slow the rate of burning

To burn - it's the actual fuel

What is the function of the wick?


Q4 Draw a scientistQ4 Draw a scientist

Draw a scientist doing something Draw a scientist doing something scientific.scientific.

Draw what you think pupils at age 8 and Draw what you think pupils at age 8 and 16 might draw, then make your own 16 might draw, then make your own attempt. attempt.


Commentary on questionsCommentary on questions

1a. Big Ideas1a. Big Ideas – compare your list with the topics in – compare your list with the topics in the National Curriculum. Scientists have created the National Curriculum. Scientists have created these ideas over the centuries, and they have been these ideas over the centuries, and they have been tested by experiment and observationtested by experiment and observation

1b.1b. What is science?What is science? Science starts by noticing Science starts by noticing things, this leads to the creation of ideas which things, this leads to the creation of ideas which have to be tested by further have to be tested by further observation/experiment. By communicating the observation/experiment. By communicating the ideas they can be further tested and become ideas they can be further tested and become accepted – until they become inadequate and need accepted – until they become inadequate and need to be revised or replaced.to be revised or replaced.


2. Ice-cream question2. Ice-cream question

Many children (and adults) have the idea that Many children (and adults) have the idea that blankets are intrinsically warm, so the ice-cream blankets are intrinsically warm, so the ice-cream will melt faster if wrapped in a blanket. will melt faster if wrapped in a blanket.

This is the This is the conjectureconjecture or or guessguess. . It is an idea or theory which we then have to test It is an idea or theory which we then have to test

against ‘reality’. against ‘reality’. When the experiment is performed many are When the experiment is performed many are

surprised that the wrapped ice-cream stays surprised that the wrapped ice-cream stays frozen longer then the unwrapped one. frozen longer then the unwrapped one.


3. The Candle3. The CandleIt seems that the wax is retarding the flame - slowing It seems that the wax is retarding the flame - slowing

the burning of the wick.the burning of the wick.Fatter candles last longer.Fatter candles last longer.But …But …Where does the extra energy come from in a fatWhere does the extra energy come from in a fat

candle – the wick is the same size?candle – the wick is the same size?What about ‘candles’ with ‘liquid’ wax – oil lamps – What about ‘candles’ with ‘liquid’ wax – oil lamps –

how do they work?how do they work?Children’s ideas can change during teaching, just Children’s ideas can change during teaching, just

like scientists’ ideas do over historical time.like scientists’ ideas do over historical time.


Ideas and evidenceIdeas and evidence

Practical work by scientists is only a small Practical work by scientists is only a small part of the process of being scientific. The part of the process of being scientific. The thinking and generation of ideas that give thinking and generation of ideas that give purpose to it all are equally important.purpose to it all are equally important.

The remainder of this presentation looks The remainder of this presentation looks at the place of practical work in school to at the place of practical work in school to ensure that it also has purpose.ensure that it also has purpose.


The purposes of practical workThe purposes of practical work

Science teaching is dominated by practical Science teaching is dominated by practical work.work.

Ensure time devoted to it is well and Ensure time devoted to it is well and justifiably used.justifiably used.

The rusting workshop that follows allows The rusting workshop that follows allows us to examine the rôle of practical work in us to examine the rôle of practical work in secondary school.secondary school.


Analysis of practical work Analysis of practical work

Avoid 'recipe-following.'Avoid 'recipe-following.' Three kinds of practical work (Sutton 1992).Three kinds of practical work (Sutton 1992).

Experiencing a phenomenon.Experiencing a phenomenon. Basic skills - equipment, display, techniques.Basic skills - equipment, display, techniques.

embed new skills into an investigation, but keep it simple.embed new skills into an investigation, but keep it simple.

Investigating - fair testing, classification, Investigating - fair testing, classification, observation,observation,

Identify a purpose for every practical activity.Identify a purpose for every practical activity.


Practical or word work?Practical or word work?

““.... there remains a problem of .... there remains a problem of connecting practical work with the connecting practical work with the discussion and appreciation of ideas. ...” discussion and appreciation of ideas. ...” (Sutton 1992)(Sutton 1992)

WORD WORK should form the core of a WORD WORK should form the core of a science lesson.science lesson.


AdoptAdaptReject

3

45

2

1

6

What purpose?

Is the aim clear?

Is Sci1covered?

Whatconceptsarecovered?

RelevantContext?

Use Word Work?

Practical work


Q4 Draw a scientistQ4 Draw a scientist


Your views on scienceYour views on science

Draw a scientist doing something scientific.Draw a scientist doing something scientific. What is science?What is science? What do scientists do in their work?What do scientists do in their work? How is science useful?How is science useful? Can science create problems in the world? Can science create problems in the world? Why should primary children learn about Why should primary children learn about

science?science? What do children do when they are doing What do children do when they are doing

science?science? What are your feelings about science?What are your feelings about science?


This is the sort of picture This is the sort of picture that will be conjured up by that will be conjured up by pupils of all ages.pupils of all ages.

Is this the image we want Is this the image we want pupils to retain?pupils to retain?


The ‘egg-head’ scientistThe ‘egg-head’ scientistFeatureFeature QualityQuality Attitude to scienceAttitude to science

White coatWhite coat Clinical, abstract, Clinical, abstract, physical, physical, unemotionalunemotional

Unrelated to real Unrelated to real lifelife

Test-tubes, Bunsen Test-tubes, Bunsen burner etc.burner etc.

ReductionistReductionist Failure to connect Failure to connect with the wholewith the whole

Glasses/Egg-headGlasses/Egg-head Learned, Learned, intellectual, clever, intellectual, clever, emotionally emotionally dysfunctionaldysfunctional

Difficult subject - Difficult subject - hard to succeedhard to succeed

MaleMale Patriarchal Patriarchal authority, power of authority, power of knowledgeknowledge

Unquestioned Unquestioned authority orauthority or

dangerousdangerous


literacyworks.org/mi/intro/corn1.html

earthobservatory.nasa.gov/.../index.html

www.romcadou.com/cadouri.php?obj=category&ite...

We are all scientists!

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