Queens

Is classroom science "real" science? Why/why not? //To us, real science is the process of discovery from an idea. Based on this definition, classroom science would fall under the category of "real" science as long as the teacher presents an idea to go off of. The teacher must set up the class in a manner that the class could perform experiments using the scientific method to reach a conclusion.//

What are the unique features of position-driven discussion? How does this differ from typical forms of classroom discussion? What are the benefits of position-driven discussion for science learning? //Position-driven discussion is one in which students present a question with a few reasonable answers and positions to take. In typical forms of classroom discussion, the teacher just presents the students with the facts without any student input, or the students feel as though they can not add anything to the discussion because they are not yet informed in the topic. Position-driven discussion allows students to formulate a form of hypothesis and feel as though they have some control over the learning process. This would lead to more engagement in experiments.//

Why is it so important to distinguish between scientific argumentation and everyday argumentation? What do you think the main differences are between the two? i //It is important to distinguish between scientific argumentation because students must back up their positions with evidence and data. In regular argumentation, the goal is to make a point and "win" the argument, while scientific argumentation is geared more toward understanding and sharing common scientific knowledge.//

Can you give any examples from your academic career where you used scientific argumentation in the classroom? //In many science classes we were presented with an unknown, either a substance or a system, in which we had to identify what it was. We then had to support our identification with scientific procedure and results when presenting to either the class or the instructor. In this discussion, we used scientific argumentation to support our stance, even when presented with opposition from classmates or the instructor.//

What does it mean to be "Scientifically Literate?" How would the book define this? How would you define this? //To be scientifically literate is to understand the terminology of scientific literature and be able to understand it. This could be seen in situations as simple as reading a science textbook, to something as advance as writing an article on a new scientific discovery.//

An article written three years ago stated that only 28% of the American Public is Scientifically Literate. Do you agree or disagree with this statement? Why or why not? //We agree with this statement because many Americans see science as irrelavent to their lives or professions. This can be seen when student's say "When am I ever going to need this?" or when adults state "I don't really know anything about science anyway." Also, the American public includes elderly and pre-schooling age citizens where the chance to learn how to be scientifically literate has not been presented to them.//

What are the benefits of teaching a problem-based learning lesson? What drawbacks are there to this type of lesson? //The benefits to this type of lesson are that it teaches the students scientific problem solving skills, and presents an application atmosphere rather than a memorization type lesson. A drawback would be that this type of lesson could be repetitive if not used correctly, and is not entirely applicable to some lessons, such as evolution.//