Chapter1WhatIstheNatureofScience.pptVIP

Copyright ? Pearson Allyn Bacon 2009 Chapter 1: What Is the Nature of Science? Teaching Science for All Children An Inquiry Approach any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Central concepts: Children’s perceptions of science vary, are influenced by society, and often are inaccurate Considerable improvements in science achievement have been made over the past decade, yet present conditions and majority of teaching practices limit achievement gains for females and minority groups The nature of science is a dynamic human enterprise, not a static construct The nature of science considers a world view, incorporates inquiry processes, and effective lessons include these components. “Whole science” represents the interrelationship of all three components: Attitudes, Processes and Knowledge National Science Education Standards advocate scientific literacy for all learners through a whole science philosophy and teaching approach T 1.0 Children’s Perceptions Science is ... “Real hard. Harder than reading. We aren’t allowed to have it in kindergarten.” (Antonio - K) “After lunch sometimes when there is nothing else to do.” (Shawna, 1st) “Children can’t be scientists until they are older.” (first grader) “When you smoke cigarettes and get cancer it is because of science.” (Nancy, 1st) “We just read a book. I think you get it in junior high....” (William, 3rd) “Children can be scientists and really good ones, too!” (third grader) “It depends on what grade you’re in and who your teacher is.” (Greg, 5th) “Supposed to be about learning how we learn about the world and how to use the scientific method in thinking. I know because my dad is a scientist and