Standard 8: Contextual Content of Science
Candidates will demonstrate knowledge and understanding of socially relevant issues, social context, history, philosophy and applications in science. This assessment will require candidates to develop a research paper or project that demonstrates knowledge of these National Science Teachers Association standards: (2a-b) Nature of Science, (3a) Inquiry, (4a) Issues, and (7a) Science in the Community.
Evidence:
History of Science Research Term Paper: The Ghost of Laplace's Demon
Presentation and Research Paper
Reflection:
The progression of science is very unclear to most students. Many carry the misconceptions that the principles of science as we know have long been established along with the mathematics to explain it. Students also believe that the ideas of the ancient world are silly or baseless, when in fact most ancient conceptions of “science” are perfectly in line with everyday observations and provide a very coherent model.
Though it is not always applicable it, I think it is beneficial to provide a historical context whenever possible. Students often do not see how the formulas and ideas in physics were first induced by brilliant minds willing to challenge the paradigm. Students can gain an understanding of what science is by better understanding what a paradigm is and how it is challenged and eventually changed through experiment and reasoning.
Understanding the history of science is far better means to explaining what science is then simply introducing the scientific method. It offers an opportunity to see science as a more lateral exercise in reasoning than a deductive one. It also provides examples as to how the greatest minds struggled with some of our modern views, which allows students to relate their own confusion and misconceptions.
Evidence:
History of Science Research Term Paper: The Ghost of Laplace's Demon
Presentation and Research Paper
Reflection:
The progression of science is very unclear to most students. Many carry the misconceptions that the principles of science as we know have long been established along with the mathematics to explain it. Students also believe that the ideas of the ancient world are silly or baseless, when in fact most ancient conceptions of “science” are perfectly in line with everyday observations and provide a very coherent model.
Though it is not always applicable it, I think it is beneficial to provide a historical context whenever possible. Students often do not see how the formulas and ideas in physics were first induced by brilliant minds willing to challenge the paradigm. Students can gain an understanding of what science is by better understanding what a paradigm is and how it is challenged and eventually changed through experiment and reasoning.
Understanding the history of science is far better means to explaining what science is then simply introducing the scientific method. It offers an opportunity to see science as a more lateral exercise in reasoning than a deductive one. It also provides examples as to how the greatest minds struggled with some of our modern views, which allows students to relate their own confusion and misconceptions.