Scientific Habits of Mind 1

Running Head: SCIENTIFIC HABITS OF MIND INVENTORY

Scientific Habits of Mind Inventory

Name: ___________________ PID: ___________________

Florida International University SCE 4310 U0 1 A Summer A, 201 1

Submitted to: Dr. George E. O’Brien

Date: ______________

“Science can be thought to be a way of thinking, a spirit of inquiry driven by a curiosity to understand nature. The scientific habits of mind presented in this document insist that students are not indoctrinated to think or act in a certain way. Rather, students must acquire the ability to make up their own minds, to develop freedom of the mind, and to learn to make decisions based upon reason and evidence. In this sense, the scientific values are the most complete expression of one of the deepest human values-the belief in human dignity.” (Anton E. Lawson, 2010)

Note: sources for the scientific habits of mind are: our course textbook written by John Settlage and Sherry A. Southerland (2007) and the AAAS Science for All Americans, Project 2061 Benchmarks (2009).

Table of Contents

Values and Attitudes

1. Being honest ……………………………………………………………………………………………3

2. Being open to new ideas……………………………………………………………………………….. 4

3. Being curious. “Longing to know and to understand”………………..……………………………….. 5

4. Being skeptical. “Questioning of all things”…………………………....................................................6

Manipulation and Observation

5. Manipulating and observing thoughtfully to answer scientific questions…………………..…………..6

Communication Skills

6. Using communication skills effectively that complement the scientific knowledge base……………. 7

Critical-Response Skills

7. Using supporting evidence thoughtfully and carefully to accept or reject claims or propositions….... 8

REFLECTIONS………………………………………………………………………………………….9

GOALS………………………………………………………………………………………………….10

Scientific Habits of Mind

Values and Attitudes

1. Scientific Habit of Mind

Being honest

· Always report and record what you observe, not what you think it ought to be or what you think the teacher wants it to be, and do not erase your notes. Emphasis should be placed on honesty in record keeping rather than reaching correct conclusions. Honesty is highly prized in the scientific community and essential to the scientific way of thinking and doing.

? REFLECT ON YOUR CONDUCT AFTER EACH OF THE FOLLOWING LEARNING OBJECTIVES IN THE COURSE, AND PROVIDE WRITTEN RESPONSES TO THE QUESTIONS BELOW : State the situation during the respective Learning Objective that caused you to be aware of your demonstrating or not demonstrating the scientific habit of mind. Provide locations (e.g. , dates, specific activities) within your scientific notebook, portfolio (3-ring binder) , and/or TaskStream artifacts that show evidence demonstrating or not demonstrating the scientific habit of mind. Note: Where indicated √ and if applicable show for a particular scientific habit of mind and learning objective , if one or more of your science lessons in a pK-5 class this semester had a focus or a teaching component that clearly related to this particular scientific habit of mind (indicate evidence from the lesson planning and/ or reflection/assessment ) .

LEARNING OBJECTIVE (from Chapter #2, Settlage & Southerland)

Observing is the most fundamental of the basic science process skills and includes sight and other senses. Students are to learn that observations should be unbiased and valued for their factual basis. During SCE 4310 class activities, d id you find yourself making observations with objectivity and recording observations and data without undue bias? Did you record observations and describe science phenomena with honesty? Elaborate: √ Did your science lessons in your school placement indicate and/or emphasize the importance of honesty in making observations, data recording, and participating in science activities? El aborate:

LEARNING OBJECTIVE (from Chapter #1, Settlage & Southerland)

Understand science as a special culture and unique perspective while gaining appreciation for the habits of mind of science (e.g., curiosity, openness, and skepticism). During SCE 4310 class activities, did you find yourself participating in the culture of science? What activity or activities helped you the most in your discovering the meaning of the culture of science? During your selected activity/activities, were there components of the lessons that challenged the group and/or yourself in being honest while applying the science process skills? Elaborate:

2. Scientific Habit s of Mind

Being open to new ideas

· Be willing to consider new ideas and new theories in contrast to the stereotype of the lone scientist working in isolation, science is a social endeavor. Although individual scientists might make a discovery on her own, the discovery has to be considered, discussed, and debated by the scientific community before it is accepted or rejected.

? REFLECT ON YOUR CONDUCT AFTER EACH OF THE FOLLOWING LEARNING OBJECTIVES IN THE COURSE, AND PROVIDE WRITTEN RESPONSES TO THE QUESTIONS BELOW: State the situation during the respective Learning Objective that caused you to be aware of your demonstrating or not demonstrating the scientific habit of mind. Provide locations (e.g. , dates, specific activities) within your scientific notebook, portfolio (3-ring binder) , and/or TaskStream artifacts that show evidence demonstrating or not demonstrating the scientific habit of mind. Note: Where indicated √ and if applicable show for a particular scientific habit of mind and learning objective, if one or more of your science lessons in a school this semester had a focus or a teaching component that clearly related to this particular scientific habit of mind (indicate evidence from the lesson planning and/ or reflection/assessment ) .

LEARNING OBJECTIVE (from Chapter #2, Settlage & Southerland)

The culture of science involves very special actions that have formalized as it has been practiced. Recognize that teaching students includes helping them appreciate that scientific thinking is not automatic or natural but instead one group’s way of viewing the world.

During SCE 4310 class activities, d id you find yourself changing your mind based on new credible data? D id you find yourself always wanting to approach things in the same way (the way to which you have become most accustomed)? D id you find yourself being able to perceive things from perspectives other than your own? D id you find yourself being able to tolerate ambiguity up to a point? Elaborate: √Did your science lessons in your school placement challenge your students to be open to new ideas? Did either or both of your lessons indicate and/or emphasize the importance for children to be open to new ideas during science activities? Elaborate:

LEARNING OBJECTIVE (from Chapter #4, Settlage & Southerland)

Conceptual change instruction aims to have students replace incorrect ideas about the natural world with more scientific explanations. Making students’ ideas explicit is a significant first step of conceptual change instruction. During SCE 4310 class activities, did you find yourself changing any of your scientific ideas about the natural world to include more scientific explanation? What activity or activities helped you the most in your discovering the meaning of conceptual change instruction? During your selected activity/activities, were there components of the lessons that challenged the group and/or yourself in being open to new ideas ? Elaborate:

3. Scientific Habit s of Mind

Being curious

· The drive to understand something is based on curiosity. Why do some objects sink while others float? Why do plants in one location seem healthy and green while similar plants in another place seem to be weak and yellow? Questions such as these are a driving force for curious people.

? REFLECT ON YOUR CONDUCT AFTER EACH OF THE FOLLOWING LEARNING OBJECTIVES IN THE COURSE, AND PROVIDE WRITTEN RESPONSES TO THE QUESTIONS BELOW: State the situation during the respective Learning Objective that caused you to be aware of your demonstrating or not demonstrating the scientific habit of mind. Provide locations (e.g. , dates, specific activities) within your scientific notebook, portfolio (3-ring binder) , and/or TaskStream artifacts that show evidence demonstrating o r not demonstrating the scientific habit of mind. Note: Where indicated √ and if applicable show for a particular scientific habit of mind and learning objective, if one or more of your science lessons in a school this semester had a focus or a teaching co mponent that clearly related to this particular scientific habit of mind (indicate evidence from the lesson planning and/ or reflection/assessment ) .

LEARNING OBJECTIVE (from Chapter #8, Settlage & Southerland)

S tudents need to learn that science is a distinctive way of knowing, because it demands the availability of evidence to support knowledge claims. Other worldviews may not require such an emphasis on empiricism, so teachers need to make those distinctions apparent. During SCE 4310 class activities, did you find science learning distinctive from other ways of knowing? Elaborate: D id you find yourself curious about the subject matter? Did you find yourself asking questions about how, why, or what about particular science phenomenon? Were you motivated and curious to explore the science topic s ? What science activities engaged your curiosity the most, while during which activities did you find you rself le ss curious? Did you discover something new about your personal interests and curiosity concerning s cience ideas? Elaborate:√ Did your science lessons in your school placement provide opportunities for students to explore their curiosity about the science activity, science concepts, ideas? Elaborate:

LEARNING OBJECTIVE (from Chapter #10, Settlage & Southerland)

Teachers should apply the philosophy of inductive teaching when integrating reading with science. The best approach is for students to first engage in science activities and then access books or other materials to enhance and consolidate their science understanding. During SCE 4310 class activities, did you discover how pursuing the activity first before reading and/or presentation helped prompt curiosity about the science phenomenon? What were some of your thoughts and feelings at the time when the class started in on an activity with few or no explanations by the instructor? What were some of the discussions in your group about the approach at the time? What is the appeal in teaching science where students’ curiosity is heightened? What are some advantages or disadvantages for the teacher? Elaborate:√ Did your science lessons in your school placement include reading? What was your strategy in incorporating reading in the lesson ( s )? How did your reading strategy impact the children’s curiosity? Elaborate:

4. Scientific Habit s of Mind

Being skeptica l

· The cultural tradition of being skeptical is one of the more unique values of science. When this habit of mind is being stimulated, it is because of such questions as “Are you sure? How can we be sure? In certain respects, being open to new ideas and exhibiting skepticism work hand in hand.

? REFLECT ON YOUR CONDUCT AFTER EACH OF THE FOLLOWING LEARNING OBJECTIVES IN THE COURSE, AND PROVIDE WRITTEN RESPONSES TO THE QUESTIONS BELOW: State the situation during the respective Learning Objective that caused you to be aware of your demonstrating or not demonstrating the scientific habit of mind. Provide locations (e.g. , dates, specific activities) within your scientific notebook, portfolio (3-ring binder) , and/or TaskStream artifacts that show evidence demonstrating or not demonstrating the scientific habit of mind. Note: Where indicated √ and if applicable show for a particular scientific habit of mind and learning objective, if one or more of your science lessons in a school this semester had a focus or a teaching component that clearly related to this particular scientific habit of mind (indicate evidence from the lesson planning and/ or reflection/assessment ) .

LEARNING OBJECTIVE (from Chapter #5, Settlage & Southerland)

Learning cycle instruction (e.g., 5 E’s Model Approach) begins with hands-on activities and then moves to the formal presentation of concepts. Following these two stages within the learning cycle, students apply their new ideas to fresh situations. During SCE 4310 class activities, d id you find one or more lessons applicable to the learning cycle approach? In which ph ase of the5E’s lesson(s), did you find yourself being skeptical and how did you communicate this to your group? What was the nature of the science discourse in your group during times of skepticism by you and/or your peers? Elaborate: √Did your science les sons in your school placement provide opportunities for students to engage in the 5E’s Model Approach? Did you find children displaying skepticism during either or both of your lessons taught? Elaborate:

Manipulation and Observation

5. Scientific Habit s of Mind

Manipulating and observing thoughtfully to answer scientific questions

· Scientists know that finding answers to questions about nature means using one’s hands and senses as well as one’s head. A very common problem people encounter is that things don’t work right. In many instances, the problem can be diagnosed and the malfunctioning device fixed using ordinary troubleshooting techniques and tools.

? REFLECT ON YOUR CONDUCT AFTER EACH OF THE FOLLOWING LEARNING OBJECTIVES IN THE COURSE, AND PROVIDE WRITTEN RESPONSES TO THE QUESTIONS BELOW: State the situation during the respective Learning Objective that caused you to be aware of your demonstrating or not demonstrating the scientific habit of mind. Provide locations (e.g. , dates, specific activit ies) within your scientific notebook, portfolio (3-ring binder) , and/or TaskStream artifacts that show evidence demonstrating or not demonstrating the scientific habit of mind. Note: Where indicated √ and if applicable show for a particular scientific habi t of mind and learning objective, if one or more of your science lessons in a school this semester had a focus or a teaching component that clearly related to this particular scientific habit of mind (indicate evidence from the lesson planning and/ or reflection/assessment ) .

LEARNING OBJECTIVE (from Chapter #3, Settlage & Southerland)

Students use tools to measure and to extend their observing. Measurements numerically express observations of objects and events. During SCE 4310 class activities, d id y ou find yourself manipulating objects and tools while observing carefully and thoughtfully science phenomena? Elaborate:√ Did your science lessons in your school placement provide opportunities for students to manipulate objects and /or tools while observin g carefully and thoughtfully science phenomena? Elaborate:

LEARNING OBJECTIVE (from Chapter #7, Settlage & Southerland)

For an activity to qualify as inquiry based, a teacher must determine if the five essential features are present. After reflecting about science activities in SCE 4310 class activities, were you able to discover how most activities during the full extent of the lesson (note, sometimes the activities were during more than 1 class session) contained the five essential features of inquiry b ased teaching/learning? Were you able to identify observing, us ing tools, and other science process ing skills as a major focus of the in-class lessons? Elaborate: √ Did your science lessons in your school placement provide opportunities for students to eng age in inquiry as part of manipulating objects and /or tools while observing carefully and thoughtfully science phenomena? Elaborate: