Summer Research Program for Science Teachers
Brooklyn Technical H.S.
2000
What is Science?
OVERVIEW: Students will work in teams to read three articles on science. Data will be compiled and students will come to a consensus on the definition of science and scientific methodology. Students will use these criteria to compare and contrast the arguments of the proponents of the Intelligent Design movement and the supporters of Evolution in the context of education. [9-12 Content Standard G- Nature of scientific knowledge] Students will write essays summarizing their assessment of the issue.
TIME: 3 class periods
PART 1 OBJECTIVE: Work in teams of three to accomplish the following:
1.
Write a short essay (no more than 3 typed pages) to summarize the
following articles and to answer the questions below :
a) The Scientific Method by Jose Wudka (www.phyun5.ucr.edu/wudka/physics7/notes_www)
[Teaching Standard D- Make accessible science media]
[Teaching Standard B- Orchestrate scientific discourse]
b) What is Science? by Norman W. Edmund (www.scientificmethod.com/8a.htm)
c) The Cultural Challenge to Scientific Knowledge. by Dinshaw K. Dadachanji (www.worldandi.com/archive/nsjan98.htm)
2. State the consensus definition of science and the scientific process. Make an outline of the key steps in the scientific process or methodology.
a) What are some of the advantages of using this method? What are some of the disadvantages?
b) Why do Mr. Wudka and Mr. Edmund think the scientific method is so special?
c) Why do some people say that there is no such thing as the scientific method?
d) State the three main points of Mr. Dadachanji’s article. How does his article compare with that of Mr. Wudka and Mr. Edmund?
e) Why do some people distrust science and scientists in general? What do you think caused this mistrust? [9-12 Content Standard G- Science as a human endeavor]
f) How can scientists change this negative perception of science?
f) What do you think about science? What suggestions do you have for improving science teaching?
3. Show how you would use the scientific method to solve a problem or to do something in your everyday life. (i.e. finding a date or figuring out the best method to pass a test). Each member of the team must have his or her own unique example.
4. Review the articles then list
and define a total of 15 words that were critical to your
understanding of each article.
5. Each team is responsible for turning in a typed essay and for presenting their information to the class. Each member of the team should be prepared to discuss one article.
PART 2 OBJECTIVE: Students will read four articles that provide views from both sides of the Evolution and Intelligent Design debate. [9-12 Content Standard C- Biological evolution] They will then write an essay that summarizes these viewpoints and then critically analyze the articles using the findings on the definition of science.
1. Read the following articles. (Please feel free to supplement these readings with resources of your own): [Teaching Standard D- Make accessible science media]
a) Teachers Fight for Darwin’s Place in U.S. Classrooms by Jon Christensen
(New York Times, November 24, 1998)
b) It’s a Fact: Faith and Theory Collide Over Evolution. By George Johnson
(New York Times, August 15, 1999)
(The Washington Times, July 4th, 1996).
2. Write an essay (no more than 3 type written pages) to summarize three key points made in each article and to answer the following questions: [Teaching Standard D- Recognize and respond to diversity]
a) What are the major problems that evolutionists have with pro-creation advocates?
b) Evolution advocates want only evolution to be taught in schools. How would you respond to this point of view? Use the definitions of science to substantiate your statements.
c) What are the major problems that intelligent design proponents have with evolution only advocates?
d) Proponents of intelligent design claim that it should be taught in schools because it qualifies as a science. How would you respond to this point of view? Use the definitions of science to substantiate your statements.
e) Why is this topic so controversial?
f) A recent poll sanctioned by People for the American Way, showed that the majority of Americans favor teaching both points of view. Why do you think the public holds this opinion?
4. Review the articles then list and
define a total of 20 words that were critical to your
understanding of each article.
5. Each team is responsible for turning in a typed essay and for presenting their information to the class. Each member of the team should be prepared to discuss one article.
EXTENSIONS: Students can do further work in this area by exploring the following topics:
1. Why are some people skeptical of science? Conduct a poll on student opinion of science.
2. Explore the historical implications of the Scopes trial. [9-12 Content Standard G- Historical perspectives]
3. Why do a lot of students find science “boring”? What can be done to overcome this?
4. Explore the historical development of science and the scientific method.