Think Science!

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Think science!

You might imagine that scientific thinking differs from the sorts of reasoning tools that you use in your everyday life — that scientists go around with a head full of equations through which they view the world. In fact, many aspects of scientific thinking are just extensions of the way you probably think everyday:

• Ever seen something surprising and tried to figure out how it happened? Perhaps you've seen a magician make his assistant disappear from a box and wondered if the trick involved a trap door ….

• Ever sought out more evidence (e.g., by looking for a joint in the floor beneath the box)?

• Ever come up with a new explanation for a mystery? Perhaps the trick used a mirror to reflect an image of an empty wall ….

These might seem like trivial examples, but in fact, they represent scientific habits of mind applied to an everyday situation. Scientists use such ways of thinking to scrutinize their topics of study — whether that's human behavior or neutron stars — and you can use the same tools in your own life.

Scientific ways of thinking can be applied to everyday life.

Want to develop your scientific outlook? Try to consciously apply these habits of mind to the natural world around you:

• Question what you observe. How does bleach lighten your clothes? How do bees find their way back to the hive? What causes the phases of the moon?

• Investigate further. Find out what is already known about your observations. Your sister says that bleach washes chemicals out of fabric, while your chemistry book says that bleach is good at breaking molecular bonds that cause chemicals to appear colored.

• Be skeptical. You've heard that honeybees use the sun to navigate, but does that really make sense? What would they do on cloudy days?

• Try to refute your own ideas. Look at things from the other side of the argument. You'd always assumed that the phases of the moon were caused by the shadow of the Earth falling on the moon — but if that were really the case, then how is it that we can sometimes see both the moon and the sun in the sky overhead?

• Seek out more evidence. Does bleach work better on some sorts of stains than others? Do bees leave the hive on cloudy days? Is there any relationship between the phase of the moon and where it appears in the night sky?

• Be open-minded. Change your mind if the evidence warrants it. If everything you learn about the moon clashes with the idea of lunar phases being caused by the Earth's shadow, perhaps you should give up that idea and look for other explanations.

• Think creatively. Try to come up with alternate explanations for what you observe. Maybe bees also use landmarks to get back to their hives, maybe they use the Earth's magnetic field, maybe they follow some sort of scent trail, or maybe they use a combination of navigation methods ….

In terms of answering your original questions, some of these strategies are bound to be dead ends. At the end of the day, you'll have learned a lot but may still be without solid answers. And if so, congratulations — you're really thinking like a scientist! Scientific investigations, like your own exploration, often lead in unexpected directions and lack tidy endpoints. Nevertheless, these ways of thinking illuminate the world around us in ways that are often useful and always fascinating, revealing the inner workings of our everyday experiences — whether that's a walk past a garden, a moonlit night, or just doing a load of laundry.

Think Science! (2014, January 3) Understanding Science.

University of California Museum of Paleontology.

Retrieved from http://undsci.berkeley.edu/article/0_0_0/think_science

Web Link

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Summary

Think Science! discusses the characteristics of scientific thinking and how most of us probably already think scientifically on a daily basis without even knowing it. It explains several habits of the mind which we can consciously apply to the world around us in order to develop a scientific outlook. It's a marvelous article to help my students understand the benefits and importance of using scientific investigation and reasoning in their daily lives. These habits of the mind can be fostered throughout the school year, within all content areas.

Teaching Idea:  INSERT

                  (Interactive Notation System to Effective Reading and Thinking)

We will begin our lesson by brainstorming as a class the topic of scientific investigation and reasoning. This will prompt past knowledge and help link new information to it. As we brainstorm, I will write a list of what we know about scientific investigation and reasoning on our SMARTboard. I will ask my students such questions as:

• What do you do when you observe something?
• What is a scientific investigation?
• Where do scientists perform scientific investigations?
• How do scientists come up with them?
• What processes or methods do scientists use when conducting them?
• How do scientific investigations and reasoning relate to your everyday life?

Once we have composed a list, my students will read the article, Think Science!, using the INSERT silent reading technique. This will provide them a purpose for reading, help them focus on the material as they read, and successfully interact with the text. They will use the following symbols as they read:

• Check Mark if the information in the text verifies what they know about this topic
• Plus Sign if the information is new to them
• Minus Sign if the information contradicts or disproves the information listed on our SMARTboard
• Question Mark if there is something in the text that is confusing to them

Once my students finish with their INSERT marks, I will have them partner up and share what they marked and why, plus work on a summary of the text. We will then discuss some of their thoughts as a whole class, ending with developing a suitable summary of the passage together.

This lesson corresponds to Science TEKS 5.2(A), (B), (D); 5.3(A).

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