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This resource illustrates how an Assessment Resource Bank (ARBs) item could be refocused to provide an opportunity for students to strengthen their capability to critique evidence in the context of science.
Aims | Achievement objectives relevant to this resource |
---|---|
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. | L3 & 4: Ask questions, find evidence, explore simple models, and carry out appropriate investigations to develop simple explanations. |
Aims | Achievement objectives relevant to this resource |
---|---|
Physical inquiry and physics concepts Explore and investigate physical phenomena in everyday situations. Properties and changes of matter Investigate the properties of materials. | L3 & 4: Explore, describe, and represent patterns and trends for everyday examples of physical phenomena.... L3 & 4: Group materials in different ways, based on the observations and measurements of the characteristic chemical and physical properties of a range of different materials. |
Students explore the importance of having enough data to draw conclusions.
The original Assessment Resource Banks (ARBs) activity involves the students predicting, observing and explaining where a piece of wood floats in a container of water and oil.
Adapting the resource
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. Scientists are cautious in the claims they make as it takes only one piece of disconfirming evidence to disprove a theory.
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 NZC.)
Do students realise one trial provides insufficient evidence to make a claim?
Do students realise the importance of evidence that disconfirms a statement?
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 carrying out investigations – regardless of the context. Science Fairs would provide a rich context.
Assessment Resource Banks, floating and sinking