Reflection: Developing a Conceptual Understanding The Nature of Science - Section 2: We Do


Visualizing the data gathered from the survey is quite easy when the survey is created using Google forms - Once you open the response spreadsheet, you just click on Form>Show summary of responses. 

Right away I notice responses, that although not unusual, will need to be addressed. For example:


This is what they have been taught, but it begs the difference between a hypothesis and a guess, however educated. A hypothesis is a tentative, testable explanation, while an educated guess is really a prediction based on evidence. The typical example I give is that I can guess fairly accurately that most of them live close to the school. This is an educated guess, but it is not a testable explanation.

I know that for my next lesson, I will share some of the other areas that I want to address, so I prepare in advance a survey analysis where I copy the pie charts that I want to address and have the explanation ready.

I know that getting students to replace a misconception with a more scientifically acceptable concept is not an easy endeavor. This first step is aimed at giving me the data to guide the rest of my instruction, help me develop more probing questions that challenge their ideas, and include open ended investigations to engage the students in scientific discussions. This is at the heart of my mode of instruction (project based learning). Having this data handy also allows me to see how much student ideas about the nature and process of science change as we go through the unit.

  Developing a Conceptual Understanding: Science Survey Analytics
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The Nature of Science

Unit 1: Introduction to 7th Grade Science
Lesson 1 of 14

Objective: Students will be able to explore ideas of what science (and engineering) is and is not and be able to work cooperatively to solve a problem.

Big Idea: As part of developing scientifically literate students, students and their teachers need to be aware of misconceptions about science.

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