tag:nabble.aealearningonline.org,2006:forum-13874Nabble - What would you say to a science teaching colleague2024-03-29T08:17:05ZWhat would you say to a science teaching colleague who asks, “Why do my students and I need to know about the nature of science? It’s not important for us to know that.” Do you agree or disagree? What would you say? Provide evidence to support your answer/claim. Share your answers in this forum and read through at least 3 other participant's thoughts for additional supports.tag:nabble.aealearningonline.org,2006:post-19509Taryn Fellinger- The Nature of Science2022-10-10T09:44:37Z2022-10-10T09:44:37Ztaryn.kromminga@gmail.com
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tag:nabble.aealearningonline.org,2006:post-15139The importance of knowing the nature of science2020-01-17T09:25:25Z2020-01-17T09:25:25ZTeacher 3
<br/><br/> It's important for teachers to teach their students to think like a scientist. Thinking like a scientist -- questioning, hypothesizing, experimenting, obtaining evidence, theorizing, and drawing conclusions are actions that every educated student should know how to do. Every student should begin to develop habits of thinking like a scientist, partly, because that is at the core of so many (if not all) fields of learning. Every subject about which the student will be learning has had scholars who worked in their field using a scientific process to share and explain their findings of some aspect of that subject. We desire our students to continue to learn even when they graduate from K-12 education and continue to learn from and contribute to activity done in higher educational institutions, as well as in business, manufacturing... A well-educated student and teacher will know the importance of knowing the nature of science.
<br/><br/>In all of the subjects that a teacher may teach, it's important to question and to look for evidence of something we claim to be true. For example, reading teachers train their students to look for evidence in a written text to prove their answers. That is similar to what scientists do when they look for evidence in nature for what they're trying to prove.
<br/><br/>Also, even though students will not be using a full blown experimentation process on every interaction they have with others, I believe thinking like a scientist also contributes to better personal relationships with people because students will think and search for truth before they speak and act, rather than jump to dangerous false assumptions about other people.
tag:nabble.aealearningonline.org,2006:post-15140Nature of Science2020-01-17T09:26:01Z2020-01-17T09:26:01ZTeacher 3
<br/><br/>I would have to disagree with my colleague because I feel it is important and relevant to teach the nature of science. A quote taken from Appendix H said, “Humans have a need to know and understand the world around them. And they have the need to change their environment using technology in order to accommodate what they understand or desire.” To a teaching colleague who might say, “Why do my students and I need to know about the nature of science?” I would first explain to them what the nature of science means and what the role of the teacher and the student would be. I believe they would be more accepting of teaching the nature of science in this manner. “Science is a way of explaining the natural word,” as stated in Appendix H. I want to engage my students in their learning and have them activity participating in their learning. I can do this through the questions students ask and the topics that are of interest to them and that they are curious about. Students are engaged when it’s something they have an interest in. By presenting students with phenomena that gets them excited, talking, and questioning is one way we can get students learning about the nature of science. If students have initiated the questions themselves, develop a theory to test, setup different snares, they will take away so much more and be better able to reflect on their learning. This process stimulates creative thinking and promotes higher order thinking on the part of the student instead of reading a textbook or listening to a lecture.
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tag:nabble.aealearningonline.org,2006:post-20312Theresa Taylor-Nature of Science What would you say to a science colleague2023-05-14T16:32:23Z2023-05-14T16:32:23Zttaylor@cam.k12.ia.us
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tag:nabble.aealearningonline.org,2006:post-19832Molly Fox- NOS2023-01-30T17:16:35Z2023-01-30T17:16:35ZMolly Fox
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tag:nabble.aealearningonline.org,2006:post-19831Molly Fox- NOW2023-01-30T17:15:20Z2023-01-30T17:15:20ZMolly Fox
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tag:nabble.aealearningonline.org,2006:post-18083Why NOS?2021-11-08T19:20:04Z2021-11-08T19:20:04Zfisherrich
I would wholeheartedly disagree with my colleague. My thought process comes from the short video, appendix H, and my classroom experience. I would tell my colleague that science is not only the physical world that they interact with on a daily basis, but it also a practice of decision making based on facts and research. These ideas make our daily lives more thoughtful, thought provoking, and more fulfilled.
<br/><br/>From the video the example of the growth of knowledge about weather forecasting over the past 150 years not only shows the importance of understanding the past science practice but the practice of inquiry based learning. This examples shows both the ability to understand the past science practices but also the ability to question and improve as individuals and a society.
<br/><br/>From appendix H one of the nature of science practices is that science is a human endeavour, specifically within the middle school section it states "Scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic, imagination and creativity. This resonated with me because they are practices that I try to instill in my students every day. I don't necessarily use these terms, but the concept of working hard through difficult problems, creating new and inventive solutions, and being detailed with their information and communication tie directly back to appendix H statement.
<br/><br/>Within my classroom, I preach to my student that science requires them to be persistent and come up with creative solutions to the problems we face each and everyday. Examples that we have worked on is solutions and systems to bus routes, lunch lines, and other school day issues. Science once again in my opinion is gathering information about not only what is the world around is but how it all works together. We experience so much on daily basis that we take for granted and the nature of science allows us to have a better understanding of the world around us but also be a better member of the communities we interact with.
tag:nabble.aealearningonline.org,2006:post-15138NOS-why?2020-01-17T09:24:54Z2020-01-17T09:24:54ZTeacher 3
<br/><br/>I enjoyed the cute video and really found Appendix H to be quite interesting. But meaning came for me on page 7 of 10 of A-H when the question was posed on How do I put the elements of practices and ccc together to help students understand the nature of science? I glean sooooooooo much more learning as a teacher when examples are told, shown, and modeled.
<br/><br/>I would tell a colleague that to understand the here and now, one must understand and know about the past. The video hits on that, too. Practices, tools, and action should be tested and improved upon in order to measure relevant information being sought. Social endeavor would help a student such as myself, who doesn't always seek deeper for answers. I take information at face value, thinking someone else has tested that; why would I?
<br/><br/>I also loved the charts in A-H. Very concrete and easy to use as a reference guide for planning future lessons, or revising in a deeper, meaningful way. I haven't put much thought into the Nature of Science. This duo of video and article has gotten me to think of my own reasons as to why I would incorporate science into my TAG classes and groups. Teachers give me carte blanche when students are chosen for enrichment or TAG. I am not allowed to give grades to students for work done with me, so I lean on meaningful extension activities to do with them when they come. Science is being realigned in our district. Until this year, the elementary students touched on maybe 4 science lessons over the course of the whole year! I have mentioned me using the Fuddlebrook Science and The Quirkles series. I can hit on science topics initiated with a story. Experiments ensue and off the students go into the world of exploration and collaboration. This NOS focus has got me thinking of how I can incorporate depth and history into the concepts.
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