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Section D

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D. Developing the habits of mind associated with science

Habits of mind can be a difficult topic to teach but they should develop in an enduring form if they are presented in all elements of science teaching and modeled through classroom practice. As learners experience the role of investigations and develop their inquiry skill they can be encouraged to practice habits of mind associated with science. When they study the way scientists do their work to better understand the role of inquiry in science they become aware of how scientists demonstrate the values and habits of mind associated with science. These values are interdependent and not mutually exclusive from the development of the other outcomes of inquiry. The variations in this section are based upon Bloom's taxonomy.

D1. Develop the habits of mind associated with science  

Descriptor


Material...

Variations
Select choice of alignment for descriptor D1a:

I

 II
 III
 IV

D1a.
...promotes the questioning of assumptions

(skepticism)

 

 

 ...does not address the need to evaluate or consider the underlying assumptions of an investigation.   ...provides explanations or examples of assumptions in scientific investigations. ...prompts learners to consider the assumptions inherent in a scientific investigation or to consider the consequences of the lack of skepticism in scientific investigations.   ...prompts learners to reflect in oral or written form on the thinking involved in the assumptions underlying their own investigations and conclusions and to defend their thinking process.
Please provide any comments on Section D1a content below.

 

Descriptor


Material...

Variations
Select choice of alignment for descriptor D1b:
I
 II
 III
 IV
D1b.
 ...presents science as open and subject to modification based on communication of new knowledge and methods

(openness)

 ...contains no references to the idea of challenging previous scientific knowledge. ...prompts learners to examine previously established scientific ideas, and provides explanations or examples that illustrate how new information can modify accepted scientific knowledge. ...engages learners in analyzing the basis for conclusions in other investigations or in considering the consequences of the lack of openness to modification in scientific knowledge. ...prompts learners to reflect on the reasoning leading to their own conclusions and to defend their thinking process.  
Please provide any comments on Section D1b content below.

 

Descriptor


Material...

Variations
Select choice of alignment for descriptor D1c:
I
 II
 III
 IV

D1c. 
 ...promotes longing to know and understand

(curiosity)  

 

 ...does not mention or prompt learners to explore the possibility of future investigations stemming from the current inquiry or observations.   ...provides explanations and/or examples of how questions for further investigations can spring from a completed inquiry or interesting observations. ...engages learners in analyzing investigations for further questions or to consider the consequences of the lack of curiosity in science. ...prompts learners to reflect on their own development of ideas for investigations and to defend their reasoning.
Please provide any comments on Section D1c content below.

 

Descriptor


Material...

Variations
Select choice of alignment for descriptor D1d:
I
 II
 III
 IV

D1d. 
 ...promotes respect for data

(honesty)

 

 ...does not promote respect for data. ...explains and/or provides examples detailing the use of honest and dishonest data from scientific investigations.   ...engages learners in analyzing the validity of data in other investigations or in considering the consequences of dishonest data in science. ...prompts learners to reflect on the importance of reporting and recording observations accurately (vs. reporting what they think it should be) and to articulate the bias and limitations of their data.
Please provide any comments on Section D1d content below.

 

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