Chapter 1:
What Is the Nature of Science?
Teaching Science for All Children
An Inquiry Approach
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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
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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 he keeps asking me when we’re going to learn that in
science. I just tell him that we haven’t gotten to it yet.” (Doreen, 6th)
T 1.1
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Children’s Perceptions, cont.
Draw a scientist, compare to Figure 1.1 and answer:
Who are scientists?
Is the following True of your drawings?
“Scientists are ...
... middle aged white males who wear lab coats and
glasses. Their peculiar facial features are indicative of their
generally deranged behavior. They work indoors, alone,
perhaps underground, surrounded by smoking test tubes and
other pieces of technology. An air of secrecy and danger
surrounds their work.”
T 1.2
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Achievement (according to NAEP data)
Most states show no improvement for
grades 4 & 8 since 1996 (NAEP data)
4th grade achievement gaps for
racial groups have decreased; no
change for 8th grade
No Child Left Behind accused of
reducing time spent teaching science
(Center on Education Policy)
T 1.3
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Gender (according to NAEP data)
4th Grade average scores
have increased for Males
and Females
Achievement gap expands
over time and favors Males
T 1.4
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Race/Ethnicity/Income
(according to NAEP data)
Average scores for Proficient
level of White learners at all
grade levels continues to be
higher than Asian, Black,
Hispanic, or American Indian
peers.
Score gap between White
learners and Black and Hispanic
learners has shrunk since 2000.
Students from lower income
families show gains
T 1.5
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Effective Teaching and Learning
Key factors, according to teachers, to help all learners:
Content that is significant and worthwhile (standards-based).
Engaged learning through purposeful interaction.
Learning environment - respectful and rigorous.
Access for all learners via adjusted instruction.
Skillful uses of questioning to enhance conceptualization.
Making sense by making intellectual connections.
T 1.6
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The Nature of Science …
The Scientific World View:
The world is understandable.
Scientific ideas are subject to change.
Scientific knowledge is durable & rejects
the notion of absolute truth.
Science cannot provide the answers to all
questions.
T 1.7
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The Nature of Science …
Scientific Inquiry:
Science demands evidence achieved through
processes.
Science is a blend of logic and imagination.
Science explains and predicts.
Scientists try to identify and avoid bias.
Science is not authoritarian.
T 1.8
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The Nature of Science …
The Scientific Enterprise:
Science is a complex social activity.
Science is organized into content disciplines
for specialization.
Uses accepted principles of ethics and
conduct.
Scientists have a social responsibility and
participate in public affairs as experts and as
citizens.
T 1.9
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What is Science?
Science is a concept constructed from
human thoughts and actions.
Humans are driven to inquiry by our
curiosity and our need to know.
The ways we seek help us to make the
discoveries through the processes of
science.
Table 1.1 illustrates New Dimensions of
Science Content Standards and
Outcomes that reveal the practical
nature of science for young learners
T 1.10
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Key Components of Science Lessons
Attitudes
Processes
Knowledge
Arranged in a meaningful
relationship
T 1.11
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Attitudes
Emotional attitudes arise from
natural curiosity.
Intellectual attitudes arise from
positive learning experiences
and require advances in mental
development.
See Table 1.2
T 1.12
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Scientific Attitudes
Skepticism
Positive Approach
to Failure
Avoidance of
Gullibility
Objectivity
Curiosity
T 1.13
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Open-mindedness
Scientific Processes
include Basic Skills such as:
• Observing
• Classifying
• Measuring
Reference: Table 1.3
T 1.14
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22
Scientific Processes
include Integrated Skills such as:
• Hypothesizing
If ... Then ...
• Experimenting
• Investigating
Reference: Table 1.3
T 1.15
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Science Knowledge
includes:
1.
2.
3.
4.
T 1.16
Facts
Concepts
Principles
Theories
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The Nature of Whole Science
Formula from the National
Science Education Standards:
Whole Science = Attitudes
+ Processes
+ Knowledge
Whole Science
T 1.17
Scientific Literacy
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Aims of Standards &
Research-Based Reform
Engage and guide learners; meaningful content
Share responsibility for learning with children
Adapt the curriculum for authentic learning
Assess progress in multiple ways
Maintain a science safe environment
Use questions to excite, motivate and sustain
Support learning for all children
T 1.18
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