What Do Scientists Really Do?
How different is the real world of science from
science education in a classroom?
ACTIVITY: (for pairs)
1. Sort a stack of cards into 2 columns
based on your sense of whether their
statements represent ‘what scientists
do’ versus ‘what students do in a typical
science classroom.’
2. Use the blank cards to
annotate your sort, as another
group will visit your table in a
Gallery Walk.
3.
During the Gallery Walk,
leave a comment for the
group(s) you visit.
SCIENTISTS
SCIENCE
STUDENTS
They identify questions that
lead to scientific
explanations of natural
phenomena.
They consume the facts,
and the ideas of science
without a thorough
exploration of the evidence
that supports it.
Rather than strictly follow a
prescribed ‘scientific
method,’ a wide array of
methods are developed and
used to pursue questions.
They use a universally
accepted scientific method
to define the process for
pursuing questions.
In essence, they perceive
science as a powerful way
of thinking which provides
them thrilling opportunities
to engaging in fascinating
questions and puzzles.
In essence, they perceive
science as a huge body of
complicated knowledge.
They rely heavily on an
understanding of standards
of evidence and rules of
logic.
They rely heavily on their
ability to remember facts
and terminology as they
strive to comprehend or
deduce the accepted
correct answers to scientific
questions.
They use a range of
techniques to collect data
systematically and a variety
of tools to enhance their
observations, measurements,
data analyses and
representations.
They participate in
experiments that always
involve directly observable,
controlled and independent
variables. They present
results mainly in tables, line
graphs and bar graphs.
They frequently talk and
collaborate with their
colleagues, both formally and
informally. They exchange emails, engage in discussions
at conferences, and present
and respond to ideas via
publications in journals and
books.
Their discussions with
colleagues center on
understanding set logistics
and procedures and on the
acceptable answers to
questions given to them.
They typically share credit
for results because they
depend on one another for
ideas, perspectives and
productivity.
They are independently
accountable for
comprehending ideas and
production of reports.
They hold data and
evidence in a primary
position in deciding any
issue.
They receive explanations
from authorities such as
books and experts.
They modify or abandon
accepted explanations
when new, well-founded
data conflict with a
hypothesis or theory.
When experimental results
don’t support an accepted
explanation, they assume
there was an error in the
experiment.