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Pre-reading discussion
Pre-reading discussion
Before reading the text, discuss the following questions with your group and answer them
1. What is science?
2. How does a scientist gather facts about nature/the world/the universe?
3. What are the goals of science?
Evaluating Science in a Social Context
Evaluating Science in a Social Context
1 Science is an organized and systematic method used to gather knowledge about the world. Its distinguishing characteristic is the scientific method which tests this knowledge by logic, analysis and experiments. Through science, knowledge is given a consistent structure with order, pattern, system, structure and meaning. However, scientific knowledge is not fixed but may change because of new evidence or because of a change in the way we perceive the world. The main steps of the scientific method are observation that leads to a research question which in turn leads to a hypothesis. This hypothesis is tested experimentally or logically, which, if successful in its predictions, becomes a theory.
2 You, as today’s science students, will be asked to focus on the informational aspects of your chosen field of study. However, you also need to focus on the social and cultural aspects of the application of science so that you better understand its importance to your lives. For example, when students learn about pesticides, their understanding will be incomplete if they only learn about the chemical composition and manufacturing methods of pesticides. They must also consider whether pesticides benefit or harm our ecosystem. In this way, student learning will involve forming opinions and making choices at personal or social levels using scientific and ethical reasoning.
3 This way of learning science, by placing its content within a social context, can be called socio-scientific issue-based learning. Some examples of socio-scientific issues (SSIs) include topics like genetic engineering, non-renewable energy sources, global warming (see Figure 1), climate change, animal testing and the use of pesticides. Students should explore the controversy surrounding an issue. They can do this by studying, not only the scientific information, but also the social and cultural aspects (moral, ethical, economic, etc.) of the issue. Then they can take a position about it. In this way, they can form an opinion based on a more complete picture of the facts. Finally, they need to realize that not everyone will agree with them, in other words they are controversial topics.
Figure 1. A Power Plant: Source
4 An SSI-based approach to science requires students to evaluate, analyze and synthesize information to address the issue under discussion rather than focusing on learning definitions or descriptions of processes out of social context. One of the major advantages of this approach is that it promotes critical thinking skills with which students formulate their own informed decisions.
References:
Latourelle, S. et al. “Using Socioscientific Issues-Based Instruction”. http://serc.carleton.edu/sp/library/issues/index.html
“What is Socioscientific Issues-Based Instruction?" Pedagogy in action. http://serc.carleton.edu/sp/library/issues/what.html
Discussion Questions
Discussion Questions
After reading the text, discuss the following questions with your group and answer them.
Classwork
1. In science, what makes a good hypothesis?
2. Given the context in which it is used, what do you think the word ‘controversy’ means? Discuss.
3. The text outlines 6 controversial SSIs. What are they?
4. Can you think of any other SSIs which are controversial? What is controversial about them?
5. Find two definitions in the text. Write them in your own words.
Definitions
Definitions
Science is based on concepts or ideas which are expressed as seven units of measurement, i.e. of mass, length, time, temperature, electric current, amount of light, and amount of matter. These units must be defined.
The process of defining
We get to know the world around us by experiencing it. We then describe our experiences in language - in words and phrases. We must define what we mean by these words or phrases so that we can communicate.
1. In our descriptions of the world, we put some words into the same group or class, e.g. a table and a chair both belong to the class furniture. So, we can define a table and a chair in this way:
A table is a piece of furniture.
A chair is a piece of furniture.
Think of the reason the two definitions above are incomplete before you read further.
2. We need to describe the difference between a table and a chair for our definition to be complete. So we must add their defining characteristics. These can describe their functions
and/or structures.
A table is a piece of furniture that we put things on. It usually has four legs.
A chair is a piece of furniture that we sit on. It usually has four legs.
Four more examples of words/phrase to define are given in the table below.
(i) Write the class word (ii) Give the defining characteristic. An example is given
Now combine this information into a definition. You can write between 1 and 3 sentences.
Blue is usually the colour of the sky or of water. It can be found between indigo and green in a rainbow. It has a light wavelength of 450-500 nm.
1. A reflection is a concept in physics. It means __________
2. A reflection is thinking about something that is __________
3. Imagination __________
4. Socio-scientific issues __________
Critical Thinking
Critical Thinking
Reread your definition of imagination above. Discuss the difference between thinking and imagination with your group. Share your ideas with the class in Google Classroom.
Now imagine you have a problem – it could be a problem with your studies, your friends or your family.
Now imagine a mitigation of the problem or a way to reduce the problem. What knowledge did you use to do this? Maybe you asked people for advice but finally you used your own experience and knowledge to try to mitigate the problem.
The following is a definition of critical thinking:
Critical thinking is the evaluation and analysis of a problem or an issue to make a decision or judgement.
Use your critical thinking to answer the questions below (10 minutes):
If A=B and B=C, then A=? (Did you use your knowledge or experience to answer this question?)
5. If someone in your group does not do her/his work, what will you do? (Knowledge/experience?)
6. If your friend is not wearing a mask or wants to shake hands, what will you do? (Knowledge/experience?)
Homework
Homework
Find out more information about the Socio-scientific Issue (SSI) assigned to your group. Use the internet in order to get a better understanding about the current moral, ethical, economic and social aspects of this issue.
Present your findings to the class/Google Classroom or Google Meet. During the presentation, each group listening to a presentation should try to think of at least one question to ask.
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