CIS 707 Problems in the Teaching of Secondary Subjects: Nature of Science
Instructor:Dr. Kent Crippen <>
Rationale
In 1989, the American Association for the Advancement of Science, in Science for All Americans, broadly defined science literacy to include understanding some of the key concepts and principles of science, having a capacity for scientific ways of thinking, and being familiar with the nature of science. The National Science Education Standards (NSES; 1996) reinforced this view of science literacy by defining what teachers of science should know. According to the NSES:
All teachers of science must have a strong, broad base of scientific knowledge extensive enough for them to understand the nature of scientific inquiry, its central role in science, and how to use the skills and processes of scientific inquiry. (p. 59)
Accordingly, science teachers need to understand the nature of science in order to improve the scientific literacy of their students. Therefore it behooves science educators to begin to examine issues related to the nature of science, such as: What is science? How is scientific knowledge produced? What is the role of the scientific community in knowledge production and justification? How do culture and gender influence science? In this course we will explore such philosophical and sociological questions related to the scientific enterprise. The understandings we develop will then be applied to questions about teaching and learning science.
Overview of Philosophy
Philosophy is a discipline that examines the ultimate reality, causes, and principles underlying being and thinking. It helps us think about what we do and why and how we do it. The five major branches of philosophy can also be applied to our study about the nature of science:
- metaphysics: Examines the nature and ultimate significance of the universe. It includes ontology, the study of the nature of being. Philosophers of science examine the kinds and nature of things in the world, and the ontological status of scientific knowledge claims.
- logic: Studies the laws of valid reasoning. Philosophers of science look at the logic involved in generating and testing explanations, proofs, etc.
- epistemology: Explores the nature of knowledge and the process of knowing. Philosophers of science ask how scientific knowledge is generated, presented, and validated.
- ethics: Examines the problems of right conduct. Philosophers of science ask questions about the value systems that scientists have and ask how these values affect the practices and conclusions of science.
- aesthetics: Ponders the nature of beauty. Philosophers of science also contemplate issues of aesthetics.
For our purposes in this course, we will mainly deal with epistemological issues – questions about the nature and adequacy of scientific knowledge. Philosophy of science is only one of a group of disciplines collectively known as the social studies of science, including also the history and sociology of science, which attempt to make sense of the scientific enterprise. In this course we will draw from all three.
Course Goals
Upon completion of this course, you will-
- Understand various philosophical and sociological positions on the nature of science.
- Have clarified and refined your own views of the nature of science.
- Have thought about the roles of the scientific society, culture, and gender in creating science knowledge.
- Have thought about the implications of perspectives on the nature of science for science instruction.
Course Design
The course is designed for a seminar format, where online discussion postings and reflective journaling will take the place of in-class discussions. Thus the success of the course depends on the active participation of all members in helping to shape shared understandings. Our primary activity will be in-depth discussions of course ideas based on readings. You will be struggling with complex ideas as you attempt to make sense of the nature of science. To accomplish this, we will attempt to achieve a dialectic atmosphere where various philosophical views are explored. The discipline of philosophy may be quite new to you and hence, guiding questions for reading will be provided.
Grading Philosophy
This course will be delivered under a mastery framework whereby the course requirements are given a grade of unacceptable, acceptable, or target. With the exception of the discussion postings, all course requirements may be redone until the target standard is met. All work will be returned with feedback. Unsatisfactory work can be re-done until a grade of target is achieved.
Course Requirements
Assessment / Occurrence / Approximate Percentageof Final Grade
Views of the Nature of Science Surveys / Twice / 10%
Discussion Postings / Multiple, weekly / 20%
Reading Journal / Weekly / 20%
Textbook Analysis / Due Week 4 / 25%
Synthesis Paper / Due Week 5 / 25%
Discussion Postings
3 postings are due each week (*unless otherwise noted) by 11:59 pm PST on Sundays; 2 postings are due the final week by 11:59 pm PST on Thursday. In order to distribute your comments appropriately, I strongly recommend you aim for one posting each in the Monday-Tuesday, Wednesday-Thursday, and Friday-Sunday time periods.
Discussion postings might comment on the readings directly, your understanding of them, or how the readings can be connected to the K12 science classroom. For example, you may want to describe your reactions, pose questions you do not understand, respond to someone else’s questions with your own understanding, or the like.
PLEASE read through all of the postings that have been made by your classmates and synthesize your response to others’ comments as appropriate. There is nothing more frustrating than to read six postings in a row that have little more substance than, “Wow, that’s a great point!” or the like, or to read comments that are nearly identical to someone else’s who was already posted, but has not yet been read.
TARGET: You participated early in the discussion and in a meaningful manner. By your interaction, you moved the discussion forward. It was clear that you took time to think about comments or questions posed and responded in a way that was respectful, articulate, thought provoking, and on time. Strong effort and investment in the discussion was evident.
ACCEPTABLE: You participated in the discussion by the deadline in a somewhat meaningful manner and by your interaction moved the discussion forward. You took some time to think about comments or questions posed, but there is room for improvement. Responses seem rushed with only some depth or thought provoking comments. Some effort and investment in the discussion was evident.
UNACCEPTABLE: There was little to no participation in the discussion or you participated in some of the discussion but responses were clearly rushed or had little thought put into them. Responses may not have been respectful, articulate, thought provoking, or on time. Clearly more effort or investment in the discussion is needed. Missed deadlines for any reason always result in a zero.
Views of the Nature of Science Surveys
You will be asked to complete, at both the start and end of the course, a survey entitled “Views of the Nature of Science.” For these assignments, your grade will not be based upon any particular “correct” answers, but rather for thoughtful responses.
Reading Journal
Your reading journal should include ideas about the readings and responses to any discussion questions posed. You may also want to start making connections to the classroom or even specific lessons, as appropriate. Journals #2-5 should also include any needed response to my feedback on the previous journal entry.
Textbook Analysis
Choose a major concept of your teaching area (e.g., electricity, cells, solar system, rocks and minerals) and review the chapters of a textbook that deal with that topic. The textbook should be secondary level; if middle school, you may need to compare/contrast chapters from two different books, if they are small. You should analyze these chapters to determine how the explicitly and implicitly illuminate the nature of science. You will use course ideas, find examples, and discover discrepancies. You will write a short report (around 1000 words, which is typically 2-3 single-spaced pages) of your findings as well as to weave your observations into discussions.
Synthesis Paper
Besides readings and discussions aimed mainly at understanding and analysis, you will benefit most from the course if you also engage in application and synthesis level thinking This can be accomplished by writing a major paper. Below are some paper ideas to consider:
Pick a particular philosophical issue (e.g., the nature of objectivity in science; the influence of culture on science) and delve into it in greater depth. Sorth out the various positions, then develop your own argument, including implications for teaching and learning.
Critically analyze a current science education policy document (e.g., National Science Education Standards) to determine what it has to say about the nature of science.
Ask a question about science teaching and learning from the perspective of the nature of science and then see what the research says about this question. For example: Does teaching the history of science help students understand the nature of science? Does a teacher’s nature of science beliefs affect how she/he teaches science? What are commonly-held teacher (or student) beliefs about the nature of science? Write a review of the literature and derive your own set of recommendations grounded in the literature.
Pick a particular scientific concept and analyze its historical development from a Kuhnian (or some other) perspective.
Pick a particular scientific concept and analyze its historical development through a comparison to the literature on children’s ideas about this topic. Then create a lesson or unit for the concept that would be both philosophically and pedagogically appropriate.
Before you begin to write, but after you have some plans, you will submit your ideas (in paragraph or outline form, your choice) to me for feedback. The outline/ideas portion of the paper should be on the order of 250 words, or 1 single-spaced page
Reading, Writing, and Discussion Guide
The reading load for this course is challenging. However, I consider the ideas important for a literate science educator to know and understand. Thus you have to read well, searching for the most important ideas in the readings. I provide several recommendations and tools for you in this process.
First, I recommend that you manage your time so as to read and reread the selections in time for discussion. Reading questions will be provided on line and focus your reading. When you find difficult parts, use strategies of good readers—reread, skip it, come back to it later, ask someone. You should also determine if that difficult part is key to understanding the author's main points as you decide how much time to devote to making sense of it.
Secondly, I recommend you write as you read. Take notes, make diagrams, answer stud guide questions, and write your own questions.
Third, actively participate in discussion. As you discuss you will be able to clarify your own ideas in comparison with your peer.
Finally, after discussion revisit what you wrote and write more. This will further help you clarify your ideas.
A generic reading guide
Overview
What, in 1-2 sentences, is the author's thesis about the nature of science?
How is this thesis developed?
What are the points of significance?
How are these points supported? What kinds of evidence are provided?
What points seem reasonable and well supported?
What points seem dubious?
Synthesis
How do these ideas compare with other things you have read?
Which ideas expressed in the reading fit with your current thinking about the nature of science?
What ideas run counter to your current thinking about the nature of science?
Is there anything in this reading that you would like further clarification or discussion?
UNLV Policies
Academic Integrity Statement
UNLV and its College of Education demand a high level of scholarly behavior and academic honesty on the part of its students. Violations by students in exhibiting dishonesty while carrying out academic assignments and procedural steps for dealing with violations of academic integrity are delineated within the HANDBOOK OF REGULATIONS GOVERNING PROBATION AND SUSPENSION WITHIN THE COLLEGE OF EDUCATION. This publication may be found in the Curriculum Materials Library, ICS Department Office (CEB 354), or the Office of the College of Education Dean (CEB 301).
The subject matter of classes may overlap and an assignment can meet the requirements for more than one class. If this is the case, standards of academic honesty require that you inform your instructors of your intentions and get approval before pursuing the assignments.
In addition to successful academic performance in prescribed coursework, you are to enroll in a professional course of studies, which is governed by a student code of ethics and programmatic expectations. The Handbook of the Committee to Review Initial Licensure Students outlines the UNLV Student Code of Conduct, NEA Code of Ethics for the Teaching Profession, and C&I Student Expectations. The handbook is available in the C&I Office (CEB 354).
Copyrights
A copy of "Questions and Answers on Copyright for the Campus Community" is available for review in the Curriculum and Instruction Office (CEB 354).
Incompletes
Upon request by the student, this grade MAY be issued at the instructor’s discretion under conditions with extenuating circumstances. 75% of the coursework must be complete to qualify for an incomplete. If an incomplete grade is given, the instructor will change the incomplete grade to an official letter grade ONLY when all of the course requirements are complete.
Final Grading Rubric
A / All student papers are graded target and demonstrate a degree of thoughtful consideration and creativity beyond the stated expectations. Discussion postings are timely, thoughtful, and engaging. Student discussion comments go beyond simply answering the question or generating effortless responses. Reading journal entries are thorough and complete.
A- / All student papers are graded target and demonstrate a degree of thoughtful consideration and creativity beyond the stated expectations. Discussion postings are not timely, thoughtful, or engaging. Student discussion comments demonstrate a minimal attempt at stimulating discussion. Reading journal entries are thorough and complete.
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B+ / All student papers are graded at least acceptable. Discussion postings are timely, thoughtful, and engaging. Student discussion comments go beyond simply answering the question or generating effortless responses. Reading journal entries are thorough and complete.
B / All student papers are graded acceptable. Discussion postings are not timely, thoughtful, or engaging. Student discussion comments are generally not helpful. Reading journal entries are mostly complete.
F / A combination of any of the following are true: A) The student papers were either not attempted or completed to the acceptable standards. B) The reading journal entries were either not completed or completed to a passing rate of 80%. C) The student is not involved to an acceptable level of quantity or quality in online discussion activities.
Incomplete / Upon request by the student, this grade MAY be issued at the instructor’s discretion under conditions with extenuating circumstances. 75% of the coursework must be complete to qualify for an incomplete. If an incomplete grade is given, the instructor will change the incomplete grade to an official letter grade ONLY when all of the course requirements are complete.