Planning, Teaching and Assessing Ideas about Science

Planning, Teachingand

Assessing Ideas about Science

Our definition of Ideas about Science (IabS)

NOS = Nature of Science

SI = Scientific Inquiry

STSE = Science, Technology, Society

and Environment

Content

1. Planning a lesson on NOS and SI

2. Teaching NOS across a series of

lessons

3. Consolidating NOS/SI learning

4. Teaching NOS/SI/STSE on unplanned

occasions (critical incidents)

5. Teaching-learning strategies for STSE

What does the curriculum documents say about teaching labS?

Proposed NSS curriculum to be implemented in 2009 …explicitly includes NOS, SI & STSE as the major goals

Bio

� The 3 curriculum emphases:

NOS, SI and STSE

Phy

� Appreciate and understand the

nature of science in physics- related contexts

Chem

� Appreciate and understand the evolutionary

nature of science

Senior Integrated Science

� Develop understanding in nature of science

Liberal Studies

� One of the three areas of study:

Science, Technology and the Environment

1. Planning a lesson on

NOS and SI

Activity 1

Plan a lesson with an explicit focus on NOS and SI using a reading exercise on the case of Barry Marshall

In which part of the

curriculum should this

historical episode be

introduced? How?

And why?

Information provided:

1. A passage on ‘Barry Marshall and peptic ulcer’

2. A list of NOS and SI ideas

Instructions1. Identify NOS and SI ideas which are

related to this historical case

2. Shortlist 5 NOS and SI ideas that are most well-illustrated by this case

3. Based on you shortlist, construct 3-5 questions to assess Ss’understanding of NOS and SI ideas

4. Reflect on the question:• In which part of the curriculum should this

historical episode be introduced? How? And why?

Barry Marshall and peptic ulcerRead the passage below and follow the instruction that follows:

For many years, doctors believed that peptic ulcer (an open wound located at the bottom of the stomach) was caused by excessive acid secretion in the stomach, so they mainly used antacids to treat ulcer patients. However, many patients still suffer from the disease after repeated antacid treatments.

In the 1980s, an unknown Australian doctor, Barry Marshall, observed that all his peptic ulcer patients had a type of bacteria called Helicobacter pylori in their stomach. He therefore hypothesized that peptic ulcer was caused by this bacterium and

presented his ideas at a scientific conference. Many doctors were surprised at his observation. However, none of them was convinced. Pharmaceutical companies which had made huge profits in developing and selling antacids strongly rejected Marshall’s hypothesis.

To prove his hypothesis, Marshall began feeding Helicobacter pylori to rats and pigs. But the bacteria died in the animals’ stomachs without producing ulcers. Marshall

finally tested his hypothesis on himself by ingesting the bacteria and consequently developed mild signs of peptic ulcer. It took more than 10 years for Marshall’s idea

to be generally accepted by the biomedical community.

Today, patients of peptic ulcer are treated with antibiotics which are chemicals that kill the bacteria. Many of these patients recovered rapidly and did not develop peptic ulcer again.

7. Science is affected by the technology and equipment available at the time.

6. Science advances through reasonable skepticism

5. Science is process of ongoing inquiry

4. Requires creativity and imagination

3. Based on and/or derived from observation of the natural world

2. Socially and culturally embedded

1. Tentative and subject to change

A. Scientific knowledge

List of NOS and SI ideas

15. Proposal of hypotheses / building of models requires observations, background knowledge, logical reasoning and creative imagination

14. Hypotheses are tentative explanations of natural phenomena that can be tested

13. Science is based on both observation and inference

12. Observations are theory laden

11. Inquiry procedures are guided by the questions asked / hypotheses made

10. Scientific investigations all begin with a question on some natural phenomena

9. There is no single set and sequence of steps in all scientific investigations, i.e. there is no single scientific method (e.g. hypotheses and experiments are not required in some investigations)

8. The major steps in scientific inquiry include: observation, asking questions, proposing hypotheses, making predictions and testing the hypotheses, drawing conclusions

B. Scientific method

26. Different investigative procedures may come to the same results /conclusions

25. The same investigative procedures may not necessarily get the same results /conclusions

24. Research conclusions should neither be over-cautious nor over-generalized

23. Research conclusions must be based on the data collected

22. Scientific investigations need not necessarily be doing experiments

21. A control is a version of experiment in which everything is the same except the single factor being tested

20. A good scientific experiment should include carefully designed controls

19. Scientists have to explore with different techniques and methods to find the best solution to a problem

18. Experiments are tests carried out in nature or laboratory by manipulating and controlling conditions under which observations are made

17. A hypothesis is supported as long as it can be used to give satisfactory explanations to all the observed phenomena

16. Proposal of hypotheses is not required in scientific investigations which are not concerned with explaining observations

31. The success of scientific investigation is the result of dedication, ingenuity and luck

30. Scientists only dissect animals or do experiments on them when necessary and ethically sound.

29. Scientists have to be open minded

28. Scientists are collaborative and competitive by nature

27. Scientists build on the work of other scientists

C. Scientific community / attitude

38. Assumption is the acceptance of something to be true without proof.

37. Laws are descriptive statements of relationships among observable phenomena. Theories are the explanations of those relationships.

E. Theory, Law and Assumption

36. Scientists sometimes have to work with the “second best” data

35. Large sample size, random samples and repeated trials are important in scientific investigations

34. Use of consistent units enables convenient sharing and comparison of data

33. Scientists having the same set of data may not necessarily arrive at the same conclusions

32. Scientific data are not the same as scientific evidence.

D. Data and their limitations

1. What NOS and SI ideas do you think are related to this

historical case ?

(Your may check your answers against the list of NOS and SI ideas)

√7. Science is affected by the technology and equipment available at the

time.

√6. Science advances through reasonable skepticism

√5. Science is process of ongoing inquiry

√4. Requires creativity and imagination

√3. Based on and/or derived from observation of the natural world

√2. Socially and culturally embedded

√1. Tentative and subject to change

A. Scientific knowledge

List of NOS and SI ideas

√15. Proposal of hypotheses / building of models requires observations,

background knowledge, logical reasoning and creative imagination

√14. Hypotheses are tentative explanations of natural phenomena that

can be tested

√13. Science is based on both observation and inference

√12. Observations are theory laden

√11. Inquiry procedures are guided by the questions asked / hypotheses

made

√10. Scientific investigations all begin with a question on some natural

phenomena

9. There is no single set and sequence of steps in all scientific investigations, i.e. there is no single scientific method (e.g. hypotheses and experiments are not required in some investigations)

√8. The major steps in scientific inquiry include: observation, asking

questions, proposing hypotheses, making predictions and testing the hypotheses, drawing conclusions

B. Scientific method

26. Different investigative procedures may come to the same results /conclusions

25. The same investigative procedures may not necessarily get the same results /conclusions

24. Research conclusions should neither be over-cautious nor over-generalized

23. Research conclusions must be based on the data collected

22. Scientific investigations need not necessarily be doing experiments

√21. A control is a version of experiment in which everything is the

same except the single factor being tested

√20. A good scientific experiment should include carefully designed

controls

19. Scientists have to explore with different techniques and methods to find the best solution to a problem

√18. Experiments are tests carried out in nature or laboratory by

manipulating and controlling conditions under which observations are made

√17. A hypothesis is supported as long as it can be used to give

satisfactory explanations to all the observed phenomena

16. Proposal of hypotheses is not required in scientific investigations which are not concerned with explaining observations

√31. The success of scientific investigation is the result of dedication,

ingenuity and luck

30. Scientists only dissect animals or do experiments on them when necessary and ethically sound.

√29. Scientists have to be open minded

28. Scientists are collaborative and competitive by nature

27. Scientists build on the work of other scientists

C. Scientific community / attitude

38. Assumption is the acceptance of something to be true without proof.

37. Laws are descriptive statements of relationships among observable phenomena. Theories are the explanations of those relationships.

E. Theory, Law and Assumption

36. Scientists sometimes have to work with the “second best” data

√35. Large sample size, random samples and repeated trials are

important in scientific investigations

34. Use of consistent units enables convenient sharing and comparison of data

33. Scientists having the same set of data may not necessarily arrive at the same conclusions

32. Scientific data are not the same as scientific evidence.

D. Data and their limitations

2. What NOS and SI ideas do you think are most well-illustrated by this case? Why?


For many years, doctors believed that peptic ulcer (an open wound located at the bottom of the stomach) was caused by excessive acid secretion in the stomach, so they mainly used antacids to treat ulcer patients. However, many patients still suffer from the disease after repeated antacid treatments.


presented his ideas at a scientific conference. Many doctors were surprised at his observation. However, none of them was convinced. Pharmaceutical companies which had made huge profits in developing and selling antacids strongly rejected Marshall’s hypothesis.

To prove his hypothesis, Marshall began feeding Helicobacter pylori to rats and pigs. But the bacteria died in the animals’ stomachs without producing ulcers. Marshall

finally tested his hypothesis on himself by ingesting the bacteria and consequently developed mild signs of peptic ulcer. It took more than 10 years for Marshall’s idea

to be generally accepted by the biomedical community.

Today, patients of peptic ulcer are treated with antibiotics which are chemicals that kill the bacteria. Many of these patients recovered rapidly and did not develop peptic ulcer again.


For many years, doctors believed that peptic ulcer(an open wound located at the bottom of the stomach)

was caused by excessive acid secretion in the stomach, so they mainly used antacids to treat ulcer

patients. However, many patients still suffer from the

disease after repeated antacid treatments.

A concept deep-rooted in the

scientific community.

Science is socially

and culturally

embedded

Barry Marshall and peptic ulcer

In the 1980s, an unknown Australian doctor, Barry Marshall,

observed that all his peptic ulcer patients had a type of bacteria called Helicobacter pylori in their stomach. He

therefore hypothesized that peptic ulcer was caused by this bacterium and presented his ideas at a scientific conference.

Many doctors were surprised at his observation. However, none of them was convinced. Pharmaceutical companies which had made

huge profits in developing and selling antacids strongly rejected Marshall’s hypothesis.

Unusual power of attention to

details. Ingenuity. Creativity

and imagination.

Success of scientific

investigation is the

result of ingenuity,

creativity and

imagination.



presented his ideas at a scientific conference. Many doctors were surprised at his observation. However, none of them was convinced. Pharmaceutical companies which had

made huge profits in developing and selling antacids strongly rejected Marshall’s hypothesis.

Marshall’s observation did not receive

immediate attention and acceptance by the

biomedical community.

Observation is theory laden.

Scientists are biased by what

they expected to see or what

others have seen earlier.

Science is socially and

culturally embedded.

People rejected him because both his status

and ideas were biased by the biomedical

community.


In the 1980s, an unknown Australian doctor, Barry Marshall, observed that all his peptic ulcer patients had a type of bacteria called Helicobacter pylori in their stomach. He therefore hypothesized that peptic ulcer was caused by this bacterium and presented his ideas at a scientific conference. Many doctors

were surprised at his observation. However, none of them was convinced. Pharmaceutical companies which had made huge profits in developing and selling antacids strongly rejected Marshall’s hypothesis.

Science is socially

embedded.

Pharmaceutical companies had vested

interests in the development and sale of

antacid drugs.


To prove his hypothesis, Marshall began feeding Helicobacter pylori to rats and pigs. But the bacteria died in the animals’

stomachs without producing ulcers. Marshall finally tested his hypothesis on himself by ingesting the bacteria and

consequently developed mild signs of peptic ulcer. It took more than 10 years for Marshall’s idea to be generally accepted by the biomedical community.

Marshall’s results were not scientific because

it had a very small sample size and lacked a

good control experiment.

A good scientific experiment

should include carefully designed

controls.

Large sample size, random

samples and repeated

measurements are important in

scientific

The success of scientific

investigation is the result of

dedication and ingenuity.

His unusual power of attention to details,

determination and independence of thought

to pursue an idea were essential elements

that made him a successful scientist.

3. Based on the passage, what questions can be asked to assess students’

understanding on NOS and SI ideas?

a. Marshall’s ideas were first met with resistance and doubt in the biomedical community. It took more than 10 years for them to become generally accepted.Why?

Answer:

Social and cultural factors:

• Marshall was obscure and unknown

• Pharmaceutical companies had vested interests in the development and sale of antacid drugs.

Observation is theory laden:

• Doctors were subjectively affected by the belief that bacteria cannot grow well in the acidic conditions of the stomach.

b. Marshall actually tested his ideas on himself by ingestion of Helicobacter pylori and developed mild signs of peptic ulcer. Was his test scientific? Explain your answer.

Answer:

NO.

It had a very small sample size – only on himself

• Experiments on a single individual may be suggestive, but do not provide results that mean anything scientifically

Lack of good control experiment

• Signs of peptic ulcer might be acoincidence caused by other factors

a. In your opinion, what virtuesdoes Marshall possess that made him a successful scientist?

Answer:

• Curiosity (reasonably skeptical)

• Strong power of observation & careful attention to details

• Creative and imaginative.

• Determination and unusual independence of thought to pursue an idea

• Vision

• Intelligent

• Diligent

Questions designed by PGDE student teachers

Scientific knowledge is tentative and subject to change.

Open-ended Q: Does scientific knowledge always remain the same? Use examples from the passage to support your answer.

Structured Q: (a) What was originally thought to cause peptic

ulcer?

(b) What is now the scientifically accepted theory on what causes peptic ulcers?

(c) Using your answers from (a) and (b) explain whether scientific knowledge can change over time.

Questions designed by PGDE students

Scientific knowledge is socially and culturally embedded.

Open-ended Q:

How did the society at that time affect whether

Dr. Marshall’s ideas were accepted or not?

Structured Q:

(a) Who disagree with Dr. Marshalls new ideas,

and why?

(b) How would this affect the likelihood of others in the scientific community accepting Dr.

Marshall’s ideas?

Questions designed PGDE students

Scientific knowledge is based on/ derived from observations of the natural world.

Open-ended Q:

What did Dr. Marshall originally base his new scientific ideas on?

Structured Q:

What first made Dr. Marshall think that peptic ulcers may be caused by bacteria?


The success of scientific investigation is the result of dedication.

Q:

(a) How long did it take before Dr. Marshall’s ideas became accepted by the biomedical community?

(b)Seeing that many patients still suffered after taking antacids. Does your answer to (a) seem a long time?


Observations are theory laden.

Q:

What is the current scientifically accepted cause of peptic ulcer?

Why, even though Dr. Marshall presented his ideas, did scientists… ??

Ethics of ingesting bacteria for progress of science…??

Some assessment rubrics• Story writing

Some assessment rubrics• Evaluate media reports

Some assessment rubrics• Evaluate media reports

Qs about scientific expertise1.The theoretical ideas involved

Are they established science; several competing explanations; or a fringe theory?

2. Nature of the data

Are the data reliable and agreed experimental or observational data; sketchy and uncertain; or little more that an educated guess?

3. Status of the scientists

Are they recognized authorities in this field

Are they respectable but with expertise in a different field; or a known maverick?

• Evaluate media reports

Qs about scientific expertiseThe scientists’ institution

Do they work for a famous university, scientific research institute or major company; an institution or company which few have heard of?

Personal affiliationDo the scientific work for an official regulatory body with responsibility for this area?

Have they been involved in these issues for some time and are known to hold a particular view?Do they work for a company with a direct interest in the issue?


Qs about scientific expertiseWhat do the researchers claim (i.e. what is the conclusion)?

What evidence is there to support this conclusion?Is this evidence sufficient to support their claims? Explain your answer. What further work, if any, would you suggest? What scientific knowledge have the researchers used in explaining their results and claims? Who has done the research? What is their conclusion from the research?

What evidence do they have for their conclusion? What theories or models are they using to explain their evidence? How certain are the scientists of their conclusions? Do other scientists agree with their findings?


Compare the research with students’ own investigation Enable students to

Distinguish between results and conclusions;

Identify levels of certainty in drawing conclusions; Understanding how to draw a conclusion consistent with the evidence and relate this to scientific knowledge and understanding;

Comment on the reliability of the evidence, suggesting whether the evidence is sufficient to support a firm conclusion; Propose improvements, or further work, to provide additional evidence


Discussion

In which part of the curriculum should

this historical episode be introduced?

How?

And why?

Infusing labS across the curriculum

in an explicit and reflective approach

2. Teaching NOS across a series of lessons

S4 Physics lesson on

Nature of Light

• Students had already learnt the four properties of wave:

reflection (反射)

refraction (折射)

diffraction (繞射)

interference (干涉)

• Gave students time to answer the following 4 questions:

(2 mins per Qn)

– After a scientist (or a group of scientists) obtains some new scientific findings,

how would the findings become well-established scientific knowledge?

– After scientists have developed a scientific theory (e.g., atomic theory,

evolution theory), does the theory ever change?

– In your view, what essential personality and virtues should scientists possess?

– What does the expression ‘scientific method’ mean to you?

• Introduced the story about the debate on the nature of light…

T: Light is in fact made up of particles.

S: Really? S: Why?

• To show whether light is of particle or wave nature …

If something is of wave nature, it has to show four properties.

• Showed pictures of reflection and refraction of light (Fig 1 & 2) and explained the properties using particle theory.

• Showed Figure 3 & 4 and told students that light does not undergo diffraction and interference

• Concluded that light is of particle nature

Figure 1 Figure 2 Figure 3 Figure 4

Properties

Reflection Refraction Diffraction Interference√ √ X X

• Ss queried about the particle nature of light

• Introduced Young and his experiment

• Let Ss observe interference pattern through a double-slit, with and without a red or blue filter

• Demonstrated the interference pattern using a green laser and a red laser

• Concluded that light is of wave nature

Properties

Reflection Refraction Diffraction Interference√ √ √• Brought out the intended NOS aspects

Submit to authority

Theory-laden nature

• Brought out the intended NOS aspects

The establishment of scientific knowledge



What if this happens in your lesson…

After answering the Qs on ideas about science, a student said: “Sir,

you have wasted 8 minutes of our time.”

S4 Physics lesson on

Diffraction of Light

(following on the previous lesson on

Nature of Light)

• Revised with students what they had learnt in previous lesson– Whether light is of particle or wave nature

Particle Wave

Reflection (反射) √ √

Refraction (折射) √ √

Diffraction (繞射)

Interference (干涉) x √

– Knowledge about interference

• Taught about diffraction of light

– First, let students predict the pattern of diffraction

– Second, did a demonstration where diffraction pattern was not shown,

and discussed the reason with Ss.

– Third, did further demonstrations to illustrate the influence of slit width

on diffraction pattern.

– Fourth, summarized the observations with Ss using blackboard notes.

Diffraction of light around a

narrow slit

Diffraction of light around a wide slit

• Moved on to talk about a historical story about an experiment

on the diffraction of light

• Before telling the story, revised with Ss the nature of science

that they learnt in previous lesson

[Video clip: Lay_DoL_Revision on prev NOS_081107.mpg]

NOS ideas learnt in previous lesson

� Theory becomes well-established knowledge

by 共識 among scientists

� Scientists are not always objective

� The observations of scientists are

affected by what they known

� Theory changes?

[Blackboard notes]

NOS ideas learnt in previous lesson

[Blackboard notes]

- Followed by the focus of the following section:

[Video clip: Lay_DoL_NOS focus of the lesson_081107.mpg]

• Why theory change?

• What scientists pay attention to when doing science?

• Told Ss the story…

[Video clip: Lay_DoL_Story_Part1_chin with subtitle_081107.mpg]

• Demonstrated the experiment and showed Ss the Poisson’s

spot

• Brought out the intended NOS ideas

[Video clip: Lay_DoL_NOS_081107.mpg]

The intended NOS ideas

� Theory becomes well-established knowledge

by 共識 among scientists

� Scientists are not always objective

� The observations of scientists are

affected by what they known

respect evidence

� Theory changes?

New findings

[Blackboard notes]

The intended NOS ideas

[Blackboard notes]

• Allowed time for Ss to ask questions about the experiments

and discussed with them

• Moved on to teach Electromagnetic Waves

• Did a short summary of what Ss had learnt in the lesson,

including the NOS ideas

[Video clip: Lay_DoL_Summary_081107.mpg]

3. Consolidating NOS learning

Activity 2

1. Watch the 4 videos carefully and jot down your comments on the worksheets provided.

2. Discuss with your neighbour on the best method to consolidate the understanding of NOS by students. Give reasons to support your choice (5 minutes).

3. Share your views with others in a whole class discussion (10 minutes).

Watch the video carefully and jot down your comments on the worksheets provided.

Instruction 1

Video Clip 1: Andrew Tong

Background information:

• F.3 students (EMI)

• a double-period lecture on “Spontaneous Generation” touching on Redi’s experiment

Setup

Results

Video Clip 2: Jimmy Li


• F.3 students (CMI)

• a double-period lecture on “Can cells live without

a nucleus”

Video Clip 3: Stephen Tam


• F.6 students (EMI)

• a double-period lecture on “The quest to uncover the structure of DNA”

Video Clip 4: Henry Chau


• F.6 students (CMI)

• Post-lab discussion at the end of two triple-period practical sessions on “Stomataldistribution”

Discuss with your neighbour on the

best method to consolidate Ss’

understanding of NOS.

Give reasons to support your choice. (5 minutes)

Instruction 2

Whole class discussion.

(10 minutes)

Instruction 3

4. Teaching labS on unplanned occasions (critical incidents)

Critical incidents for teaching labS

A critical incident = an unplanned event during teaching which makes a teacher decide on a course of action which involves teaching IabS

To evoke responses from YOU which provide an insight into YOUR view of IabS as well as matters to do with teaching and learning

YOU will gather a wider repertoire of responses next time a similar incident occurs

Encourage YOU to reflect on, and reveal YOUR own understanding of IabS

Activity 3

Read the critical incident

List the kinds of things you couldsay and do at this point.

Share your list with your group mates and discuss which is the best way forward (you don’t necessarily have to come to a consensus)

Drawing of Onion-skin Cells

(Source: Yip, P. (1992). Biology Today 1. Hong Kong: Longman.)

(Source: Barlex, D. & Carre, C. (1985). Visual Communication in Science: Learning through sharing images. Cambridge: Cambridge University Press.)

Typical textbook figure

An ‘untrained’ pupil’s views of an

onion-skin cell

Example

Critical Incident Chemists

You have a particularly reluctant learner in your S4 class.

The pupil is not aggressive but assertive that this work on chemistry is not something s/he likes doing.

When you ask why, the pupil says,

"Because if it hadn't been for chemists, we wouldn't have these chemicals ruining the Earth."

You could say and do things like:

Ask the class to consider all the good

things that come out of science

Ask the class to study chemistry so that

they can understand the causes and

effects of the interaction of the products

of scientific knowledge with their uses

in society

IabS

Science is an activity which has good

and bad effects.

Its processes and products are able to

be socially and politically controlled and

scientists have a responsibility to

understand these and inform

themselves and others of these

interactions.

Critical IncidentPredictions

The Ss are doing an investigation.

They have all made predictions and are now well into their practical work.

Some Ss’ results conflict with their predictions.

They go back and cross out their predictions and change them to agree with their results.


Ss ought to understand why their

predictions don't match their outcomes

Ss ought to maintain an integrity in their

written records

IabS

Science is an activity which involves critical reflection and values such as integrity. It is the scientists' job to explain discrepancies and change their mind and theories.

Scientists have to be honest with their results.

The same investigative procedures may not necessarily come up with the same results / conclusions.

Critical IncidentContraception

You are teaching a S1 class about

contraception and the lesson is about

different methods of birth control

One of the pupils asks. "Do you believe

it's right for the Catholic Church to say

that only the rhythm method is

acceptable? The rest are sinful."


Scientific knowledge can provide information to us for making choices but the knowledge itself cannot decide our choice

The choice we make depends on our values and belief.

Scientific knowledge cannot be used to justify or rationalize moral or ethical standards.

Scientific knowledge is not the same as religious beliefs. Knowledge is based on evidence whereas belief is based on faith.

Analyse the drawback and merits of the rhythm method

IabS

Science has its limitations. It cannot

provide complete answers to moral and

ethical values.

Some applications of science have moral

and ethical implications. As a result,

people may disagree with what should be

done or permitted.

Have you encountered similar incidents in your lesson which may be used to teach IabS?

Briefly describe the incident(s) and list the IabS that can be taught.

How confident do you feel in teaching IabS?

5. Teaching-learning strategies for teaching STSE

Think about…

What are some teaching-learning

strategies/activities that you may use

to teach STSE?

Strategies/ activities…

Stimulus activities Verbal: reading stories, newspaper reportsVisual: photographs, advertisement, internet images Multi-media: videos, movies, powerpointPersonal: voting, critical incidents, heads and hearts...

Role play

Debate

1. Teaching decision making

2. Teaching argumentation

stated in the curriculum!!The study of Liberal Studies…prepare them

(students) for effective learning and wise

decision making in the ever-changing work

environment

(Liberal Studies)

The broad aims of the Bio/Chem/PhyCurriculum are to enable students to: make informed decisions and judgments on bio/chem/phy-related issues

(Physics; Chemistry; Biology)

1. Teaching decision making

Why teach decision making?

My task

introduce you the different ways of

teaching decision making

Act as a student

“ FEEL” and “EXPERIENCE” the

activities

Your task

Activity: Kidney transplant

Problem: Who should get a kidney?Jenny, 62, a retired teacher has kidney

cancer. She spends a lot of time doing voluntary work for St. John’s Ambulance. She often looks after her three grandchildren.

Sue, 21, left school with two GCSEs. She works as a sales assistant in a shoe shop. She has no brothers or sisters and spends a lot of time looking after her elderly parents..

Ruth, 32, a writer. She has polycystic kidney disease (a genetic disease). Her father also had polycystic kidney disease and died aged 39. She has two children aged 8 and 10. Neither of her children has inherited the disease.

Jill, 12, has learning difficulties and is often in trouble in school for

disrupting lessons. She has an older sister. Her family raise lots of money for Kidney Research.

Farhana, 39, a journalist, is undergoing counselling for depression after trying to commit suicide. She has already had one kidney transplant which failed. She

has two children aged 12 and 15.

Stephen, 4. He has already had five operations and spent more time in hospital than at home. He has no brothers and sisters.

Materials:

Information cardsHaemodialysis 血液透析

Peritoneal dialysis 腹膜透析

Kidney transplant 腎臟移植

WorksheetGuiding questions:

1. What are the possible options for treating these patients?

2. What are the advantages and disadvantages of each option?

3. When deciding who should get a kidney, what criteria would you consider?

4. What extra scientific information do you need to help you make the decision?

5. Which patient does your group choose?

6. What do you think of the decision you have made?

1.OPTIONS

Haemodialysis血液透析Peritoneal dialysis 腹膜透析Kidney transplant 腎臟移植

2. ADVANTAGES/DISADVANTAGES

Advantages and disadvantages of each treatment

Problem: Who should get a kidney?

3.CRITERIAWhat is the person’s medical history?

What is their current health?

What are the chances of success?

Should young people take preference over older people?

Should parents of young children take preference over people with no children?

Should someone’s lifestyle make a difference?

Should the job a person does make a difference?

4.INFORMATIONScientific knowledge about tissue typing

5.CHOICE

A particular option is chosen after taking into consideration 1-4

6.REVIEW

Evaluation of the decision made and any improvement during the decision

making

Problem: Who should get a kidney?

Decision making framework

6. REVIEWWhat do you think of the decision you have made?How could you improve the way you made the decision?

5. CHOICEWhich option does your group choose?

4. ADVANTAGES/ DISADVANTAGESWhat are the advantages and disadvantages of each option?

3. INFORMATIONDo you have enough information about each option?What science is involved in this problem?What extra scientific information do you need to help you make the decision?

2. CRITERIAHow are you going to choose between these options?

1. OPTIONSWhat are the options?

[Grace, M., Developing High Quality Decision-Making Discussions About

Biological Conservation in a Normal Classroom Setting, 2008]

Reflect on your experiences in

carrying out the activity…

Do you think the decision making

framework is useful in helping your

students to make a rational and

informed decision?

What additional support is needed when

introducing the framework to students?

Can it be done? Should it be done?

Discuss the suggested scientific or

technological developments that scientists might make

For each suggestion, put a tick in the

grid to show what you decide.

Activity

You are going to identify some people who might be affected if some ideas were to be put into practice.

Once you have decided who might be

affected, you need to consider the goals, rights and duties for each individual.

Use the goals, rights and responsibilities/ duties you have thought of, to decide ‘Should it be done?’

Should we?

Activity

Do you think the goals, rights,

responsibilities/duties framework is

useful in helping your students to make

a rational and informed decision?

What additional support is needed when

introducing the framework to students?

Reflect on your experiences in

carrying out the activity…

CF light bulbsBenefits

Risks

Think about

How can we ask students to do the risk-benefit analysis?

Risk-benefit analysis

Ways of teaching decision making

Decision making framework

Goals, rights, esponsibilities/ duties framework

Risk-benefit analysis

Topics that may be best-taught/learnt

through using the framework i & ii

Ethics of Drug TrialingWhy drug trial volunteers should be paid to reflect their risk-taking?

Why large payments should not be made to drug-trial volunteers?

Is Xenotransplantation ethically acceptable?

Is it ethical to use animals to provide ‘spare parts’ for humans?

Is making transgenic pigs containing human genes ethical?

Teaching argumentation

Why teach argumentation?

stated in the curriculum guide!present arguments clearly and demonstrate

respect for evidence, open-mindedness and

tolerance towards the views and values held by

other people…

provide examples/evidence to support

arguments…

Consider all sides of the argument…

(Liberal Studies)

make decisions based on the examination of

evidence and arguments…

(Physics; Chemistry; Biology)

What is an argument?Toulmin’s argument pattern (TAP)

Claims: Assertions about what exists or values that people hold.Data: Statements that are used as evidence to support the claim.Warrants: Statements that explain the relationship of the data to the claim.Qualifiers: Special conditions under which the claim holds true.Backings: Underlying assumptions that are often not made explicit.Rebuttals: Statements that contradict either the data, warrant, backing or qualifier of an argument.

論據特定條件論點論證不明言的假設反證

Strategies for

teaching argumentation

Talking and listening

Knowing the meaning of argument

Positioning

Justifying with evidence

Constructing arguments

Evaluating arguments

Counter-arguing / debating

Reflecting on argument process

[Simona, S., Erduranb, S. & Osbornec, . Learning to Teach Argumentation:

Research and development in the science classroom, 2006]

Talking and ListeningFor argumentation to take place, Ss need to

be able to work in groups, listening to each

other and articulating their own ideas.

By encourage Ss listening to other’s use of

evidence

Knowing the meaning of argument

Ts make attempts to help Ss know what

argument means

PositioningFor argumentation to proceed, there needs to

be recognition that there may be different

positions one can take that might lead one to

make a claim

at some point encourage Ss to take a position

positioning in role play

Justifying with evidencechecking students’ evidence base

ask students to add justification to their claims

Constructing arguments

ask Ss to construct their arguments on paper

using a writing frame

prepare presentations of arguments

in role play situations, Ss construct arguments

commensurate with their roles

Evaluating arguments

Ts ask Ss to make judgments about exemplar

arguments or evaluating their arguments.

evaluating the nature of evidence in referring

to what makes a strong argument

Counter-arguing / debating

pair students according to opposing

positions in order to counter-argue

Reflecting on argument process

Ts encourage Ss to reflect on their process

of argumentation

asking any change of position they have

experienced as a result of role-play /

discussion / debate

Strategies used E.g.

Talking and listening Encourages discussion

Encourages listening

Knowing meaning of argument Defines argument

Exemplifies argument

Positioning Encourages ideas

Encourages positioning

Values different positions

Justifying with evidence Checks evidence

Provides evidence

Prompts justification

Emphasizes justification

Encourages further justification

Plays devil’s advocate

Constructing arguments Uses writing frame or written work/ prepares presentations/ gives roles

Evaluating arguments Encourages evaluation

Evaluates arguments process- using evidence/ content- nature of evidence

Counter-arguing/ debating Encourages anticipating counter-argument

Encourages debate (through role play)

Reflecting on argument process Encourages reflection

Asks about mind-change

Talking & listening (encourages discussion/ listening)

T: So we need to be able to say our own ideas. When you are working in groups the same thing applies. You need to be able to speak, but you also need to be able to listen.

Knowing meaning of argument (defines argument)

T: When you have an argument what are you doing? Let’s sum up, what is an argument and why is it a valuable thing, Naomi? S: Stating your point of view.

Positioning (encourages positioning)

T: So you need to decide are you going to say yes, we should support building a new zoo or no, we shouldn’t support building a new zoo. Then you are going to have to give your arguments.

Justifying with evidence (plays devil’s advocate)

T: OK, how do you know they like being out in the wild? How do you know they don’t think of a zoo like—this is brilliant, I don’t have to catch my food, somebody just brings it around to me. S: They are free and they can do whatever they want to do. T: But how do you know that they don’t prefer it in a zoo?

Matching 1

Constructing arguments (gives roles)

T: Diane, would you like to explain how you persuaded Sally to change her opinion? S: Well, first I found it a bit hard because Sally didn’t like to see the animals cooped up in cages, but then I said if they are in the wild and an animal got a bad leg, they wouldn’t be able to catch food. But then if it had been in the zoo, it would just be fed to them.

Evaluating arguments (evaluate arguments process)

T: This group, you are an MP in the local area, OK? This group, you are residents living very close by. OK? … 3 reasons why you should build or not build the zoo, that you are putting

forward to the agency.

Counter-arguing/ debating (encourages anticipating counter-

argument) T: How are you going to persuade this agency? You need to put forward strong arguments. .. How are you going to make your argument strong? S: By backing them up. T: What would probably a weak argument be? Any ideas? What might make an argument not a very good one?

Reflection on argument process (Encourage reflection)

T: Can anyone think of anything that somebody might say to oppose that? What might someone say which makes that argument a bit flawed?

Matching 2

Activity:

How to teach argumentation?

Watch the video and comment on the

kind of activity, support or modeling

offered by the teacher in enhancing Ss’ argumentation skills.

The scenario: The teacher, Jimmy, is

discussing with his class on whether

GM food should be banned or not.

Some examplesDeveloping argumentation skills

Using animals to test medicines

looking for assumptions

GM crops

using evidence to support arguments

Energy use

introducing arguments

Decision making on nuclear power

introducing arguments and assumptions

Air pollution: should the EU tighten regulations on emissions from new cars?

constructing arguments

Biofuels

looking at the structure of a longer argument

http://www.scpub.org/

5 dimensions of effective teaching of IabS

How confident do you feel in teaching IabS?

Suggested referencesIdeas, Evidence and Argument in Science (IDEAS) Project

Introducing argument Managing small group discussionsTeaching argumentResources for argumentation

Evaluating argument Modeling argument

AS Science for Public Understanding http://www.scpub.org/

Infectious Diseases

Health risksMedical EthicsAlternative medicineGenetic diseasesGenetic engineering

The move away from a human-centered view of the natural orderUsing fuelsElectricity suppliesAir qualityFuels and the global environment

Sources and effects of radiationThe move away from an Earth-centered view of the Universe

Suggested referencesSATIS http://www.satisrevisited.co.uk/

Skin cancer

Kidney failure

Animal research

The transport problem

Difficult decisions

Taking risks

Pesticides and food

Air quality

Biomass and biofuels

Carbon footprints and the greenhouse effect

upd8 http://www.upd8.org.uk/

Fuels

Nuclear debate

Biodisel

Sputnik

New faces

Bionic body…

Suggested references

Grace, M. (2008). Developing High Quality Decision-Making Discussions About Biological Conservation in a Normal Classroom Setting. International Journal of Science Education, 1–20, iFirst Article.

Mamlok-Naaman, R., & Hofstein, A. (2007). Involving Science Teachers in the Development and Implementation of Assessment Tools for ‘‘Science for All’’ Type Curricula. Journal of Science Teacher Education, 18, 497–524.

Ratcliffe, M., & Grace, M. (2003). Science Education for Citizenship: Teaching Socio-scientific Issues. Open University Press.

Simona, S., Erduranb, S. & Osbornec, J.(2006). Learning to Teach Argumentation: Research and development in the science classroom. International Journal of Science Education, 28 (2–3), 235–260.

Thank you for your attentionand participation.

Your comments on this workshop will be very much appreciated.

e.g. of stimulus activities

Infectious disease – newspaper reports


Hydrogen peroxide – newspaper reports


Disneyland – photographs

e.g. of stimulus activitiesShould I believe all that the advertisements

say? – using advertisement


Discovery of current electricity – video

伽伐尼

解剖青蛙時解剖青蛙時解剖青蛙時解剖青蛙時，，，，伽伽伽伽

伐尼留意到青伐尼留意到青伐尼留意到青伐尼留意到青

蛙腿抽蛙腿抽蛙腿抽蛙腿抽搐搐搐搐

有甚麼原因令青蛙在死後有甚麼原因令青蛙在死後有甚麼原因令青蛙在死後有甚麼原因令青蛙在死後，，，，腿腿腿腿部仍會抽搐部仍會抽搐部仍會抽搐部仍會抽搐？？？？

點擊觀看點擊觀看點擊觀看點擊觀看


GM food – voting

e.g. of role playVaccination

Teaching argumentWant a good argument?

1. Decide on a topical issue that you are interested in. It doesn’t have to be a science-based issue. For example, you could choose whether or not a

new supermarket should be built or whether your local club should be closed.2. Present arguments for and against. You should provide evidence for each argument and say

where you got the evidence (your sources].3. Describe your personal views – it could be for, against or neither! Give reasons for your

views.4. Be prepared to share these ideas with the class – you will have about 5 minutes to do so. You

could use a poster or PowerPoint to present your ideas.

My personal views [my conclusion]...

Sources...Sources...

Arguments against...Arguments for...

The issue I am interested in is....

Goals, rights, responsibilities/duties framework

Goals: something we aim for; the consequences we want In one way of thinking, a ‘good’ outcome may be judged morally correct regardless of how the goal was achieved.

Rights: things that are due to us (e.g. human right- a child can expect to be cared for by his family; legal right- able to vote when we are 18)We are said to have a right if we are entitled to a certain kind of treatment, no matter what the consequences.

Responsibilities/duties: things we owe others (e.g. to tell the truth; to keep a promise; to help a friend)Usually, we justify responsibilities by suggesting that sticking to them will achieve a worthy goal or that they are required because of someone’s rights.Responsibilities may be derived from goals or rights but they may conflict with goals, rights, or even other responsibilities. We should not be surprised when we find ourselves torn between competing positions when a difficult decisions must be made.

Planning, Teaching and Assessing Ideas about Science

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