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This resource illustrates how a teaching activity from the Nature of Science section of Science Online can be adapted to provide opportunities for students to strengthen their capability to critique evidence in the context of science.
The Nature of Science strand
Aims | Achievement objectives relevant to this resource |
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Investigating in science Carry out science investigations using a variety of approaches: classifying and identifying, pattern seeking, exploring, investigating models, fair testing, making things, or developing systems. | L1 & 2: Extend their experiences and personal explanations of the natural world through exploration, play, asking questions, and discussing simple models. L3 & 4: Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. |
NZC LINKS: Material World
Aims | Achievement objectives relevant to this resource |
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Properties and changes of matter Investigate the properties of materials. | L1 & 2: Observe, describe, and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated or cooled. L3 & 4: Group materials in different ways, based on the observations and measurements of the characteristic physical and chemical properties of a range of different materials. |
Students ask questions to evaluate the trustworthiness of data.
The existing activity requires students to test a variety of different materials to see if they conduct electricity in order to determine which of the materials are metals.
Adapting the resource
After the students have explored the existing activity give them this scenario.
“Johnny set up the experiment and tested some paper clips. The light in the circuit did not go on so Johnny said this experiment proves that a paperclip is not made of metal.”
Ask the students to suggest what else they would want to know before they would trust his claim. For example:
In order to evaluate the trustworthiness of data students need to know quite a lot about the qualities of scientific tests so they know what questions to ask. It is not enough just to know how to do a “fair test” – students need to know why protocols such as repeated trials, controlling variables, accurate measurements etc are important.
Developing an appreciation of how evidence in science is generated supports students to become scientifically literate, i.e., to participate as critical, informed, and responsible citizens in a society in which science plays a significant role. (This is the purpose of science in the New Zealand Curriculum ).
Do students understand that how the data are gathered affects the trustworthiness of the data?
Do they know what questions to ask?
Are they developing a “sceptical disposition” towards evidence? (Do they question knowledge claims rather than simply accepting them as true?)
For suggestions about adapting tasks in ways that allow students to show progress in critiquing evidence see Progressions .
This adaptation could be used whenever students are presenting results from investigations – regardless of the context. Science Fairs would provide a rich context.
Science Online, metals