The scientifically literate person interacts with society and the environment in ways that are consistent with the values that underlie science.
The values that underlie science include:
Fl longing to know and understand D(K-12)
Knowledge is desirable. Inquiry directed toward the generation of knowledge is a worthy investment of time and other resources.
Example:
A group of four students asks the teacher if they can do a Science Challenge project on a topic that they are all interested in.
Questioning is important. Some questions are of greater value than others because they lead to further understanding through scientific inquiry.
Example:
Students ask questions which probe more deeply than the normal class or text presentation.
F3 search for data and their meaning D(K-12)
The acquisition and ordering of data are the basis for theories which, in turn, can be used to explain many things and events. In some cases these data have immediate practical applications of value to humankind. Data may enable one to assess a problem or situation accurately.
Example:
In a Science Challenge activity, a group of students asks a question about a natural occurrence. They then design an experiment in an attempt to answer the question. Variables which may influence the results of the experiment are controlled. Careful observations are made and recorded. Data are collected and analyzed to test the hypothesis that is under scrutiny. Further testing then takes place.
F4 valuing natural environments D(K-12)
Our survival depends on our ability to sustain the essential balance of nature. There is intrinsic beauty to be found in nature.
Example:
On a field trip the actions of the participants should be considerate toward and conserving of all components of the ecosystem.
F5 respect for logic P(K-2), D(3-12)
Correct and valid inferences are important. It is essential that conclusions and actions be subject to question.
Example:
Errors in logic are recognized. Information is viewed critically with respect to the logic used.
F6 consideration of consequence P(K-5), D(6-12)
It is a frequent and thoughtful review of the effects that certain actions will have.
Example:
Experimental procedures can affect the outcome of an experiment.
Transporting oil by tankers might cause an oil spill with very serious environmental consequences.
F7 demand for verification P(3-5), D(6-12)
Supporting data must be made public. Empirical tests must be conducted to assess the validity or accuracy of findings or assertions.
Example:
Media reports and research are reviewed critically and compared to other sources of information before being accepted or rejected.
F8 consideration of premises P(9), D(10-12)
A frequent review should occur of the basic assumptions from which a line of inquiry has arisen.
Examples:
In a lab investigation into the rate of chemical reactions, the control of variables is examined.
A critical examination is made of the factors under consideration in explaining the extinction of dinosaurs.