NOS and curriculum days 3/4/ may

http://science.education.nih.gov teacher science partnerships

Nature of Science (Bruce & Astall, 2010)

	Understanding about Science	Investigating in Science	Communicating in Science	Participating and contributing
Achievement Objectives Level 1 & 2	·         Appreciate that scientists ask questions about our world that lead to investigations and that open-mindedness is important because there may be more than one explanation.	·         Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models.	·         Build their language and develop their understandings of the many ways the natural world can be represented.	·         Explore and act on issues and questions that link their science learning to their daily living.
Achievement Objectives Level 3 & 4	·         Appreciate that science is a way of explaining the world and that science knowledge changes over time. ·         Identify ways in which scientists work together and provide evidence to support their ideas.	·         Build on prior experiences, working together to share and examine their own and others’ knowledge. ·         Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations.	·         Begin to use a range of scientific symbols, conventions, and vocabulary. ·         Engage with a range of science texts and begin to question the purposes for which these texts are constructed.	·         Use their growing science knowledge when considering issues of concern to them. ·         Explore various aspects of an issue and make decisions about possible actions
This could be…	c   Knowing science knowledge is developed by different people c   Asking a variety of questions c   Being prepared to re-evaluate their science ideas c   Being open-minded c   Being honest c   Making careful observations c   Being aware science knowledge may change over time c   Understanding that science knowledge is a way of explaining our world c   Being aware of other cultures c   Using a variety of investigation methods to provide evidence to support their science ideas c   Using creative insight to aid explanation c   Discussing their ideas with others c   Having your science ideas challenged by other people c   Understanding that a lot of science knowledge has been built upon over a long time c   Being curious c	c   Being curious c   Making careful observations c   Asking questions c   Exploring their ideas c   Using a variety of investigative approaches: exploring, classifying and identifying, pattern seeking, fair testing, using models c   Planning an investigative approach to test out their science idea c   Gathering evidence to test their science idea c   Understanding new knowledge generated is often new to the child c   Developing explanations based on evidence c   Discussing their ideas with others c   Being open-minded c   Thinking critically about their own and others ideas c   Being honest c   Using evidence to support their ideas c   Looking for trends and patterns in data c   Being creative c	c   Using scientific language c   Building their scientific vocabulary c   Being honest when communicating c   Having experience of a range of science text types c   Making predictions are based upon their existing science knowledge c   Sharing explanations of experiences and observations c   Realising science explanations must withstand peer review before being accepted c   Using a variety of science texts (including symbols, graphs and diagrams) when explaining an idea c   Questioning the accuracy of science texts (e.g. data, graphs, diagrams) they are using c   Arguing a point of view c   Using a variety of media (e.g. oral, visual, text) to explain their ideas c   Questioning the validity of different science media (e.g. Internet videos, television programmes / adverts, movies) c   Using the ‘passive’ voice in reporting c	c   Being aware of science in their world c   Discussing issues of concern to them c   Asking questions as a result of a current event c   Understanding that investigations could be influenced by their communities c   Using argument to discuss different viewpoints of an issue  c   Exploring ways of taking informed action c   Knowing science interacts with other cultures, globally c   Being aware of the needs of others c   Using their science knowledge when considering issues of concern to them c   Being open-minded when exploring aspects of an issue c   Making decisions based upon evidence c   Making responsible choices based on science knowledge c   Justifying an opinion based on their science knowledge c   Showing how science interacts within other curriculum areas c   Realising the relevance of science to their everyday life c

	We NEED to BE EXPLICIT

 

‘It is our view that developing an understanding of the NOS (Nature OF Science) does not come naturally. It is highly unlikely that students and their teachers will come to understand that science is tentative, empirically-based, partly the product of human imagination and creativity, and is influenced by social and cultural factors through learning about the content of science or its processes. This is not to say that these two aspects are not essential to science teaching. The NOS, nevertheless, is equally crucial and deserves to be equally regarded. We believe that a concerted effort on the part of science educators and teachers to explicitly guide learners in their attempts to develop proper understandings of the nature of the scientific enterprise is essential. The notion of explicitness is imperative. It is critical that we target teaching the NOS if the desired impact on learners’ is to be achieved.’

Norman G. Lederman ‘Avoiding De-Natured Science: Activities that Promote Understandings of the Nature of Science’

NOS Unpacking it for children

Building a rocket propelled vehical

Balloon racer- given materials and then design and make- test and refine.

Did you discover anything new? What worked? What didn’t work? Change one thing to make it better. And retest.

A wonder table…what do you want to know? Use post its for wonderings.

Skull/ electronic buzzer track/ feathers/ stones/ insides of an electronis device.

How have we acted like scientists today? Kerri Harrison Eastern Hutt primary School

EDtalks – Inquiry as a disposition

http://science.education.nih.gov- teacher scientist partnerships

The world of a scientist

Critical

Interested in science

Specialist

Simple problems first

Schedule dictated by experiments

Access to resources

Control variables

Ok for experiments to fail

The World of a teacher

Nurturing

Dealing with different levels

Generalists

Can’t fail

Schedule dictated by bells and curricula

Limited resources

Worlds together

Passion for science

Learning environment

Research based

Prepared for the unexpected

Long hours

Science in inquiry

Excite -wondering

Explore- knowledge

Explain- comprehension

Examine- analysis

So what- synthesis and application

Express- evaluation

Space

Authentic learning/ presenting/ linked to other curricula/ drawing to annotate features in the bridge unit

Space what could live in space/ requirements of life/ life I a confined space/ how space is explored/ t(timeline) survival in space/ forces- getting from place to place/ flight/ navigation/ chemical world/