GCSE Science Ideas about Science and Science Explanations

GCSE Science: Ideas about Science and Science Explanations

Equal assessment weighting Science explanations ‘Breadth of study’ Ideas about Science ‘How science works’ 2

Science Explanations Modules Ideas about Science etc. 3

Implications u GCSE Science: equal assessment weighting of Science Explanations and Ideas about Science u Links between modules: – within and across subject areas – identifying links – possibility of over-teaching – implications for rotation teaching 4

Ia. S 3 Developing explanations P 1 Earth in the Universe B 3 Life on Earth Ideas about Science page 91 Ideas about Science page 203 Activities AP 1. 5 to AP 1. 7, plus AP 1. 17, AP 1. 23, AP 1. 36 Activities AB 3. 1, AB 3. 13, AB 3. 14, and AB 3. 26 to AB 3. 28 GCSE Science book pages 66, 6869, 80 -81 GCSE Science book pages 187 184 - 5

Exemplars of the links between Science Explanations and Ideas about Science u P 2 Radiation and life u B 1 You and your genes 6

P 2 Radiation and life Ideas about Science – Distinction between correlation and cause (Ia. S 2) is introduced in Module C 1 Air quality, e. g Activity AC 1. 20 When do hay fever symptoms appear? (the hay fever / ice cream activity). The big Idea about Science in Module P 2 is ‘risks and benefits’, in the context of the electromagnetic spectrum. – See for example Activity AP 2. 15 ‘A safe place to live? ’ – Science Explanations – Module P 2 introduces the electromagnetic spectrum in terms of photons. – The electromagnetic spectrum is taken up again in module P 6 ‘The wave model of radiation’. 7

B 1 You and your genes Ideas about Science – This module is the first introduction to ethical decision-making – Big idea is outlining basic framework which can be used to discuss ethical decision-making throughout the course – Decision-making throughout the course covers personal, socioscientific and government policy examples. Science Explanations – Inheritance is treated in terms of genes in B 1 ‘You and your genes’ and DNA in the Additional Science module B 5 ‘Growth & development’ 8

C 3 Food matters Ia. S 6: Making decisions (personal, cost/benefit analysis, government regulation) P 2 Radiation and life Ia. S 6: Making decisions (personal society) B 1 You and your genes Ia. S 6: Making decisions (personal, frameworks) B 1 You and your genes SE: variation, fertilization, gene (dominant/recessive), gender, asexual reproduction, cloning (stem cells) C 2 Material choices Ia. S 6: Making decisions (cost/benefit analysis) B 5 Growth and development SE: cell cycle, mitosis/meiosis protein synthesis, stem cells, meristems, gene switching plant growth B 3 Life on Earth SE: natural selection, mutation, evolution

Teaching and assessing Ideas about Science u Put the information cards in order of persuasiveness. u Be able to explain reasons for your order. u Suggest other information you might like to have to increase your confidence in ranking a card. 10

Teaching the nature of science u If developing a scientifically literate populace, . . . is to be an aim of science education, then teaching about the nature of science is not an indulgence but an essential act, fundamental to a contemporary science education. [Osborne, J. (2002). In R. Boohan & S. Amos (eds). Aspects of Teaching Secondary Science. p. 237. ] 11

A view of scientific literacy? Knowledge of Science Explanations Knowledge of Ideas about Science Skills: critical thinking, development of argument … 12

Teaching and assessment Assessment of critical thinking, argument … 13

Case study - conclusions Aspect of performance 2 4 6 8 a comparing opposing evidence and views Information is unselectively reported without taking any clear view about any course of action. Claims for a particular idea, development or course of action are reported without critical comment. Claims and arguments for and against are reported, but with little attempt to compare or evaluate them. Details of opposing views are evaluated and critically compared. b conclusions and recommendations A conclusion is stated without reference to supporting evidence. A conclusion is based on evidence for one view only. Some limits or objections to the conclusion are acknowledged. Alternative conclusions are considered, showing awareness that different interpretations of evidence may be possible.

Internal Assessment Guidance Blackpool Secondary Science 2006 -2007 for OCR C 21 Science A produced by Blackpool Secondary Science Case study – 20% [24 marks] Data analysis – 13. 3% [16 marks] Damian Ainscough, Secondary Science Consultant [please send any ideas for addition/improvement to damian. ainscough@blackpool. gov. uk ] With thanks to Blackpool Science teachers and in particular Katie Rawcliffe – Bispham High School – an Arts College Mark Sergeant – St Mary’s Catholic College Doreen Chadwick – Montgomery High School – a Language College

A definition for Ideas about Science? u The kinds of knowledge science produces. u The methods used to get this knowledge and check its validity. u The social processes of science that provide ‘quality assurance’ of its outcomes. u How science influences society and vice versa. 16

Terminology evidence correlation experimentation explanation argument outcome cause observation factor data ethics creativity & imagination risk reliability model validity variables decision making scientific community

A view of how science works? REAL WORLD Observation/ Experimentation THEORY

A view of how science works? Confidence in explanation increases/decreases REAL WORLD Observation/ Experimentation EXPLANATION Negative / Positive evidence DATA Reasoning/ Calculation PREDICTION Agree/Disagree Adapted from Giere, R (1991). Understanding Scientific Reasoning (3 rd ed. ). Fort Worth, TX: Holt, Rinehart and Winston.

correlation cause model evidence argument creativity & imagination Confidence in explanation increases/decreases REAL WORLD EXPLANATION Observation/ Experimentation Negative / Positive evidence Reasoning/ Calculation risk outcome scientific community factor DATA validity reliability PREDICTION Agree/Disagree variables decision making ethics