P |
Biology |
Use near end of course |
|
ILO: |
6f. Understand that various disciplines of science are interrelated and share common rules of evidence to explain the phenomena in the natural world. |
|
Science is a way of knowing and is
based on evidence and logic. However, it is not the only way of knowing about our world.
Ideas and questions can be approached by many methods, and science is the best
approach for many answers we seek, but not all of them. Below are some statements you have
considered or heard from others.
Some of these can be studied by science, some are best addressed by
other ways of knowing, and some are addressed by a combination of different
ways of knowing, including science.
For each of these statements, determine whether it can be addressed by
science. Be prepared to explain
your choice.
1.
Gases expand when they are heated.
2.
Green plants release carbon dioxide.
3.
Van GoghÕs painting of ÒStarry NightÓ is beautiful.
4.
Canadian geese fly south when winter approaches.
5.
Chocolate tastes good.
6.
Kieko, the whale in ÒFree WillyÓ, should be released to the ocean.
7. The
position of heavenly bodies when I was born determines many things that happen
in my life.
8. Vaccinations have greatly reduced the
incidence of many diseases.
9.
Radioactive wastes should be
stored on the Goshute Indian lands.
10.
Cheating on a test is wrong.
11.
Rap music is bad.
12. The destruction of tropical rain
forests is changing the climate of the world.
13. The
rock layers found at the bottom of Grand Canyon are older than layers on the
rim
of the canyon.
14.
Living things are made of one of more cells
15.
People who are vegetarians are healthier than those who are not vegetarians.
Correct Answers:
Science:
#1, 2, 4, 5, 8, 12, 13, 14, 15
|
E |
Biology |
Use near end of course |
|
ILO: |
2f. Reject pseudoscience as a source of scientific knowledge. |
|
Modern Technology
To the Teacher:
Some parts of the Science Core Curriculum can not be tested objectively by a multiple choice test. This assessment attempts to assess the students understanding of some of these objectives.
This assessment is not to be used as a summative evaluation. It is to be used as a formative evaluation to direct the teacher to some areas of science process that their students may be lacking.
This article is also a inquiring activity to lead the class into a discussion about science process.
Instructions:
1. Give the Òlatest technology article to the studentsÓ. Instruct them to read it.
2. Give the Utah State article to the students. Ask them to read it.
3. Collect the articles and give the students the ÒtestÓ.
Evaluation:
The teacher can then use this as a survey to assess student needs in understanding science.
Modern Technology
Do not write your name on this test.
To the student:
Below is a list of questions that are to be answered only after you have read the two pieces of information. There is no one right answer, just your opinion.
1. If the laundry balls sell for $75.00 but one was offered to you for $35.00 would you buy it?
2. If a new laundry ball was given to you as a gift, what would you do with it?
3. Which is more valuable to you: The testimony of a friend or your own experience? Explain.
4. Which is more valuable to you: The testimony of an expert or your own experience? Explain.
5. How do you know which article is true?
6. In many cases science is done to discover new technologies. What do you believe motivated the scientists in the first article?
Likert Scale |
Biology |
Used near end of course |
|
ILO: |
2b. Raise questions about objects, events, and processes that can be answered through scientific investigation. 2c. Maintain an open and questioning mind toward ideas and alternative points of view. 2d. Accept responsibility for actively helping to resolve social, ethical and ecological problems related to science and technology. 2f. Reject pseudoscience as a source of scientific knowledge. |
|
INSTRUCTIONS FOR
USING AND INTERPRETING THE
SCIENCE ATTITUDE
INVENTORY
Purpose
The
goal of science education is not just to teach students to understand
scientific concepts and principles, but also to teach them that science is a
way of thinking. This questionnaire is designed to help you assess the degree
to which students in your science classes have achieved four of the affective
objectives specified in the Utah Core Curriculum in Science. These four
objectives specify that students willÑ
1. Develop a sense of curiosity,
2. Maintain an open and questioning mind,
3. Reject pseudoscience as a valid source
of scientific knowledge, and
4. Accept responsibility for helping to
resolve problems related to science and technology.
The
data obtained from using this inventory are intended to help you as a classroom
teacher improve your instruction by identifying the extent to which your
students have developed the attitudes and thinking habits described in ILO #3
of the Core Curriculum. The data you collect are for use in improving your
teaching and need not be shared with other teachers or administrators.
The
questionnaire is designed to be completed individually by each student. It is
designed primarily for secondary students (grades 7-12), but it could be used
with fifth or sixth graders.
You
may choose to administer the questionnaire both at the beginning of the school
year and again at the end of the year. Doing so will permit you to determine to
what extent your students' attitudes and thinking habits have changed during
the school year. Or, you may choose to administer this questionnaire only at
the end of the school year. Doing so, will permit you to compare the
achievement of one of your classes with other classes that you teach or the
achievement of this year's students with your students from other years.
Administrative
Procedures
Make
sufficient copies of the questionnaire and the answer sheet for the Science
Attitude Inventory. This answer sheet has been specially designed to simplify
scoring. If you plan to administer the questionnaire to multiple classes, you
can re-use the questionnaire booklets. But you will need one answer sheet for
each student.
The
questionnaire includes 45 statements. Students are asked to indicate to what
extent they agree or disagree with the idea expressed in each statement. Most
students should complete the entire questionnaire in less than 30 minutes.
Distribute a questionnaire and answer sheet to each student. Then ask the
students to silently read the directions printed on the front of their
questionnaire as you read the following directions aloud to the class. (Since
the answer sheets are not machine-scorable, it is not necessary for students to
use a #2 pencil.)
Directions:
This
questionnaire is designed to assess your attitudes about science. Carefully
read each statement. Select the answer that best describes how you feel
about the stated idea. Do not skip any of the statements. Choose only one
answer for each statement. Mark your responses on the answer sheet
provided. If you have questions about the meaning of any of the statements,
please raise your hand.
Scoring
Procedure
Since
there are no right or wrong answers to the statements in this questionnaire,
scoring is more complex than for a typical test. The questionnaire includes
four different scales or subtests which must be scored separately. Each column
on the answer sheet corresponds to one of the four scales. The column at the
far left includes answers to the ten statements that make up the Curiosity
Scale. The second column
from the left includes answer to the ten items in the Open-mindedness Scale. The third column represents the scale
that assesses the degree to which students are willing Accept Responsibility
for Resolving Science-related Problems.
The fourth column (at the far right) includes the students' answers to the
scale assessing their Attitude Towards Pseudoscience.
A
student's score on each scale is obtained by summing his or her weighted
responses to the ten items that make up that scale. For example, refer to the
sample answer sheet shown below. Maggie earned a score of30 on the curiosity
scale. The sum of her weighted responses to the ten statements in the Curiosity
Scale is 30. This sum is computed by adding the total points in each of the
four columns under the Curiosity heading. Then the sums of the four columns are
added to obtain the score of30. Similarly, Maggie obtained a score of 16 on the
Attitude Towards Pseudoscience Scale. This score was obtained by adding the
total points in each of the four columns under the Pseudoscience heading and
then summing the four subtotals.
For
practice, compute Maggie's scores on the other two scales. Can you show why the
responses Maggie marked are equivalent to a score of 20 on the Open-mindedness
scale? And can you show
why her score on the Accepts Responsibility Scale equals 22?
