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Nature of Science Standards and Benchmarks
Nature of Science Standard 11:
Understands the nature of scientific knowledge
Level III (Grade 6-8)
- Knows that an experiment must be repeated many times and yield consistent results before the results are accepted as correct
- Understands the nature of scientific explanations (e.g., use of logically consistent arguments; emphasis on evidence; use of scientific principles, models, and theories; acceptance or displacement of explanations based on new scientific evidence)
- Knows that all scientific ideas are tentative and subject to change and improvement in principle, but for most core ideas in science, there is much experimental and observational confirmation
Level IV (Grade 9-12)
- Knows ways in which science distinguishes itself from other ways of knowing and from other bodies of knowledge (e.g., use of empirical standards, logical arguments, skepticism)
- Knows that scientific explanations must meet certain criteria to be considered valid (e.g., they must be consistent with experimental and observational evidence about nature, make accurate predictions about systems being studied, be logical, respect the rules of evidence, be open to criticism, report methods and procedures, make a commitment to making knowledge public)
- Understands how scientific knowledge changes and accumulates over time (e.g., all scientific knowledge is subject to change as new evidence becomes available; some scientific ideas are incomplete and opportunity exists in these areas for new advances; theories are continually tested, revised, and occasionally discarded)
- Knows that from time to time, major shifts occur in the scientific view of how the world works, but usually the changes that take place in the body of scientific knowledge are small modifications of prior knowledge Nature of Science Standard 12:
Understands the nature of scientific inquiry
Level III (Grade 6-8)
- Knows that there is no fixed procedure called "the scientific method," but that investigations involve systematic observations, carefully collected, relevant evidence, logical reasoning, and some imagination in developing hypotheses and explanations
- Understands that questioning, response to criticism, and open communication are integral to the process of science (e.g., scientists often differ with one another about the interpretation of evidence or theory in areas where there is not a great deal of understanding; scientists acknowledge conflicting interpretations and work towards finding evidence that will resolve the disagreement)
- Designs and conducts a scientific investigation (e.g., formulates hypotheses, designs and executes investigations, interprets data, synthesizes evidence into explanations, proposes alternative explanations for observations, critiques explanations and procedures)
- Knows that observations can be affected by bias (e.g., strong beliefs about what should happen in particular circumstances can prevent the detection of other results)
- Uses appropriate tools (including computer hardware and software) and techniques to gather, analyze, and interpret scientific data
- Establishes relationships based on evidence and logical argument (e.g., provides causes for effects)
- Knows that scientific inquiry includes evaluating results of scientific investigations, experiments, observations, theoretical and mathematical models, and explanations proposed by other scientists (e.g., reviewing experimental procedures, examining evidence, identifying faulty reasoning, identifying statements that go beyond the evidence, suggesting alternative explanations)
- Knows possible outcomes of scientific investigations (e.g., some may result in new ideas and phenomena for study; some may generate new methods or procedures for an investigation; some may result in the development of new technologies to improve the collection of data; some may lead to new investigations)
Level IV (Grade 9-12)
- Understands the use of hypotheses in science (e.g., selecting and narrowing the focus of data, determining additional data to be gathered; guiding the interpretation of data)
- Designs and conducts scientific investigations (e.g., formulates testable hypotheses; identifies and clarifies the method, controls, and variables; organizes, displays, and analyzes data; revises methods and explanations; presents results; receives critical response from others)
- Knows that, when conditions of an investigation cannot be controlled, it may be necessary to discern patterns by observing a wide range of natural occurrences
- Uses technology (e.g., hand tools, measuring instruments, calculators, computers) and mathematics (e.g., measurement, formulas, charts, graphs) to perform accurate scientific investigations and communications
- Knows that conceptual principles and knowledge guide scientific inquiries; historical and current scientific knowledge influence the design and interpretation of investigations and the evaluation of proposed explanations made by other scientists
- Knows that scientists conduct investigations for a variety of reasons (e.g., to discover new aspects of the natural world, to explain recently observed phenomena, to test the conclusions of prior investigations, to test the predictions of current theories)
Nature of Science Standard 13:
Understands the scientific enterprise
Level III (Grade 6-8)
- Knows that people of all backgrounds and with diverse interests, talents, qualities, and motivations engage in fields of science and engineering; some of these people work in teams and others work alone, but all communicate extensively with others
- Knows that the work of science requires a variety of human abilities, qualities, and habits of mind (e.g., reasoning, insight, energy, skill, creativity, intellectual honesty, tolerance of ambiguity, skepticism, openness to new ideas)
- Knows various settings in which scientists and engineers may work (e.g., colleges and universities, businesses and industries, research institutes, government agencies)
- Understands ethics associated with scientific study (e.g., potential subjects must be fully informed of the risks and benefits associated with the research and their right to refuse to participate; potential subjects must be fully informed of possible risks to community and property)
- Knows that throughout history, many scientific innovators have had difficulty breaking through accepted ideas of their time to reach conclusions that are now considered to be common knowledge
- Knows ways in which science and society influence one another (e.g., scientific knowledge and the procedures used by scientists influence the way many individuals think about themselves, others, and the environment; societal challenges often inspire questions for scientific research; social and economic forces strongly influence which science research programs are pursued and funded)
Level IV (Grade 9-12)
- Knows that, throughout history, diverse cultures have developed scientific ideas and solved human problems through technology
- Understands that individuals and teams contribute to science and engineering at different levels of complexity (e.g., an individual may conduct basic field studies; hundreds of people may work together on a major scientific question or technological problem)
- Understands the ethical traditions associated with the scientific enterprise (e.g., commitment to peer review, truthful reporting about the methods and outcomes of investigations, publication of the results of work) and that scientists who violate these traditions are censored by their peers
- Knows that science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen
- Understands that science involves different types of work in many different disciplines (e.g., scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations; many scientific investigations require the contributions of individuals from different disciplines; new disciplines of science, such as geophysics and biochemistry, often emerge at the interface of older disciplines)
- Knows that creativity, imagination, and a good knowledge base are all required in the work of science and engineering
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Selected Standards and Benchmarks
used by permission:
Copyright
2003 McRel
Mid-continent Research for
Education and Learning
2550 S. Parker Road, Suite 500
Aurora, CO 80014
Telephone: (303) 337-0990
www.mcrel.org/standards-benchmarks
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