September 29th, 2014
We began class with some delicious treats as always, which was then followed on some reflection about the inquiry cube activity we did over the summer.
This began us starting on our focus of the day: “What is essential to know about the nature of science, and why?”
Some of us recalled how we came together as a cohort, to figure out the “mystery” of the cube, which increased our chances, and provided us with more tools to use. As we thought about it we began to make a list of both the Characteristics of Science as a Discipline, and the Common Stereotypes.
Characteristics of Science as a Discipline (Inspired by Inquiry Cube):
• Science becomes richer through incorporation of multiples perspectives
• Arguments are based on evidence
• Search for patterns
• Science Claims are based on prior knowledge
• Process was directed protocol
• Science requires maximum use of limited resources
• Science is collaborative
• Doing science involves being skeptical
• Science requires naming ones assumptions
• Science uses math as a tool
• For nerds
• “recipe”-follows a distinct path
• Only right or wrong answers (has definitive answers)
• Investigation require a manipulation of a variable
• Old, white men with crazy hair (or a crazy woman)
• Have to be brilliant to do science
• Have to memorize facts
• Don’t “get” connections of science to everything
• Something only done in schools
• A body of facts
After thinking about the previous lists, we moved on to think about the “Why”. “Why” do we want to teach science to students? The following is what we came up with:
• Students are our future and they need to be informed citizens
• Their input (diverse perspectives) is needed
• The Stereotypes mentioned are all false assumptions and exclude a lot of people if they were true
• If a student has not had an experience in science, it reinforces the stereotypes
After that engaging conversation we moved on to the verse of the week in our Science STARS chant: “Get Your Data. Journalize” This is the Orange Team’s verse. As a group we came up with the “Do’s” of that line, and how it explains the Nature of Science.
Some of the ideas we came up with:
“Get Your Data. Journalize”
• Organize Data
• Initiates Modality
• Provide the “Why” (for others and yourself)
• Evaluate Data as you go
• Use your journal
• Provides evidence
Collaborative video followed. The question of the video was: How do you support your students in displaying model behavior, including engagement and participation, of a field trip, so the experience is beneficial for all, and reflects the learning of authentic science?
In the video, STARS took a field trip to Discount Hydroponics, to talk to the experts about a hydroponics system that would be the best fit for their school. In the video, the STARS represented engagement through constant attention on the speakers, taking notes, and asking questions.
It was discussed by the cohort, that there a certain things to do to prepare for a field trip, such as visit the people/place before you take students. Also, give students, and in this case STARS, a way to apply and use what they will learn during the trip. The STARS in the video had to take the information they gathered from the experts, and use it to determine the best hydroponics system for their needs. They also had to use that information, and conclusion on which hydroponics system they would like to buy, and put it into a presentation. The presentation would determine if they received grant money, or not, to buy the hydroponic system.
We wrapped up class with the consensus that our STARS should have an end goal in mind.