The scientifically literate person understands the nature of science and scientific knowledge.
Science is both public and private. Science experiences should introduce students to the private and intuitive aspects of scientific inquiry and discovery as well as to the more formal public aspects of science.
The nature of scientific knowledge is such that it is:
Science is based on evidence, developed privately by individuals or groups, that is shared publicly with others. This provides other individuals with the opportunity to attempt to establish the validity and reliability of the evidence.
Examples:
After scientists have gathered and organized evidence for their ideas, they publish the evidence and the methods by which it was obtained, so that other scientists may test the validity and reliability of the evidence.
Students carry out their investigations and then report to the class the results of their studies.A2 historic D(K-12)
Past scientific knowledge should be viewed in its historical context and not be degraded on the basis of present knowledge.
Examples:
Each refinement of the model of the atom by Thompson, Rutherford, Bohr, and the quantum theorists has relied on the previous work of others.
Selective breeding of corn by the Indian people of North America produced a high quality food plant.
All branches of science are interrelated.
Example:
The structure of molecules is a topic of interest for physicists, chemists, and biologists.
Science is based on evidence which could be obtained by other people working in a different place and at a different time under similar conditions.
Examples:
Any procedure which is repeated should give similar results.
A group of students all perform the same experiment and discover similarities in their results.
Scientific knowledge is based on experimentation or observation.
Examples:
The gravitational field strength of the Earth can be determined in the laboratory.
Scientific theories must always be tested experimentally.
A6 probabilistic P(2-8), D(9-12)
Science does not make absolute predictions or explanations. Examples:
An electron orbital is a region in space where there is the greatest likelihood of finding an electron.
A weather forecaster predicts a 20% chance of precipitation tomorrow.
The nature of scientific knowledge and the procedures for generating new scientific knowledge are unique and different from those in other fields of knowledge such as philosophy.
Examples:
Compare the methods used for weather forecasting by meteorologists and those used by the people producing the forecasts for the Farmer's Almanac.
Compare Galileo's experimental approach to investigating the rate at which heavy and light objects fall and Aristotle's approach, based on reason alone.
Scientific knowledge is subject to change. It does not claim to be truth in an absolute and final sense. This does not lessen the value of knowledge for the scientifically literate person.
Example:
As new data become available, theories are modified to encompass the new and the old data. Our views since 1900 of atomic structure have changed considerably for this reason.
A9 human/culture related P(6-9), D(10-12)
Scientific knowledge is a product of humankind. It involves creative imagination. The knowledge is shaped by and from concepts that are a product of culture.
Examples:
Vertebrates, and specifically humans, are regarded as being at the pinnacle of evolution by some people.
The use of biotechnology has resulted in changes in rapeseed to remove erucic acid. This has led to the development of improved varieties of canola oil for human consumption.
The scientifically literate person understands and accurately applies appropriate science concepts, principles, laws, and theories in interacting with society and the environment.
Among the key concepts of science are:
It is the process of becoming different. It may involve several stages. Example:
An organism develops from an egg, matures, and eventually dies.
....... B2 interaction D(K-12)
This happens when two or more things influence or affect each other.
Example:
Within an ecosystem some animals have to compete for available food and space.
This is a regular sequence which either exists in nature or is imposed through classification.
Examples:
Crystal structures can be identified by diffraction techniques because of the regular arrangement of their atoms.
The periodic table of the elements displays an orderly arrangement of elements.
An organism is a living thing or something that was once alive.
Examples:
Whether or not a virus is a living organism is an interesting topic for scientific scrutiny.
Fossils found in sedimentary rock provide evidence of organisms which became extinct a long time ago.
Perception is the interpretation of sensory input by the brain.
Example:
Jet lag may impair the judgement of pilots during landing and takeoff.B6 symmetry D(K-12)
This is a repetition of a pattern within some larger structure.
Examples:
Some molecular structures and living organisms exhibit properties of symmetry.B7 force P(K-1), D(2-12)
It is a push or a pull.
Example:
The weight of an object decreases at higher altitudes.
B8 quantification P(K-1), D(2-12)
Numbers can be used to convey important information.
Examples:
The gravitational force of attraction between two objects can be calculated by using Newton's Law of Universal Gravitation.
B9 reproducibility of results P(K-2), D(3-12)
Repetition of a procedure should produce the same results if all other conditions are identical. It is a necessary characteristic of scientific experiments.
Example:
Heating a pure sample of paradichlorobenzene should cause it to melt at about 50 øC
B10 cause-effect P(K-2), D(3-12)
It is a relationship of events that substantiates the belief that natural phenomena do not occur randomly. It enables predictions to be made. The advent of chaos theory has caused some rethinking of this principle.
Examples:
The acceleration of a cart depends on the unbalanced force acting upon the cart.
Every event has a cause. It does not happen by itself.
B11 predictability P(K-3), D(4-12)
Patterns can be identified in nature. From those patterns inferences can be made.
Example:
When sodium metal reacts with water, the resulting solution turns red litmus paper blue.
B12 conservation P(K-4), D(5-12)
An understanding of the finite nature of the world's resources, and an understanding of the necessity to treat those resources with prudence and economy, are underlying principles of conservation.
Examples:
Insulating a home may reduce the amount of energy needed to heat it in the winter.
Smaller, more efficient internal combustion engines can be designed to use less fuel.
B13 energy-matter P(1-2), D(3-12)
It is the interchangeable and dependent relationship between energy and matter.
Example:
When a candle burns, some of the energy stored in the wax is released as heat and light.
Certain events or conditions are repeated.
Examples:
The water cycle, nitrogen cycle, and equilibrium all serve as examples of cycles.
Change occurring in cycles or patterns is one of the twelve principles of Indian philosophy.
It is a representation of a real structure, event, or class of events intended to facilitate a better understanding of abstract concepts or to allow scaling to a manageable size.
Example:
Watson and Crick developed a model of the DNA molecule which allowed people to gain a better understanding of genetics.
A set of interrelated parts forms a system.
Example:
Chemical equilibrium can be established only in a closed system.
B17 field P(1-2), D(3-12) A field is a region of space which is influenced by some agent.
Example:
Similarly charged objects have a tendency to repel one another when they are in close proximity.
The sun is the source of a gravitational field which fills space. The Earth's motion is affected by the influence of this field.
A population is a group of organisms that share common characteristics.
Example:
Wildlife biologists monitor white tail deer to determine the number of permits for hunting that will be issued in a particular zone.
B19 probability P(3-8), D(9-12)
Probability is the relative degree of certainty that can be assigned to certain events happening in a specified time interval or within a sequence of events.
Example:
The probability of getting some types of cancer increases with prolonged exposure to large doses of radiation.
A theory is a connected and internally consistent group of statements, equations, models, or a combination of these, which serves to explain a relatively large and diverse group of things and events.
Example:
As new experimental evidence becomes available, atomic theory undergoes further change and refinement.
Accuracy involves a recognition that there is uncertainty in measurement. It also involves the correct use of significant figures.
Example:
A stopwatch which measures to the nearest 1/10th of a second would be an inappropriate instrument for determining the duration of a spark discharge.
B22 fundamental entities P(6), D(7-12)
They are units of structure or function which are useful in explaining certain phenomena.
Examples:
The cell is the basic unit of life.
The atom is the basic unit of matter.
B23 invariance P(6), D(7-12) This is a characteristic which stays constant even though other things may change.
Example:
Mass is conserved in a chemical reaction.
Scale involves a change in dimensions. This may affect other characteristics of a system.
Example:
A paper airplane made from a sheet of notebook paper may fly differently than a plane of identical design made from a poster-size sheet of the same paper.
B25 time-space P(6-7), D(8-12)
It is a mathematical framework in which it is convenient to describe objects and events.
Examples:
An average human being has an extension in one direction of approximately 1 3/4 metres and in another direction of about 70 years.
According to general relativity, gravity is not a force, but a property of space itself. It is a curvature in time-space caused by the presence of an object.
Evolution is a series of changes that can be used to explain how something got to be the way it is or what it might become in the future. It is generally regarded as going from simple to complex.
Example:
Organic evolution is thought to progress in small, incremental changes. Similarly, scientific theories undergo change to accommodate new data as they become available.
B27 amplification P(8),D(9-12)
Amplification is an increase in magnitude of some detectable phenomenon. Example:
A loudspeaker produces an amplification of sound.
B28 equilibrium P(9), D(10-12)
Equilibrium is the state in which there is no change on the macroscopic level and no net forces on the system.
Examples:
Chemical equilibrium exhibits no change on the macroscopic level.
A first class lever in a condition of static equilibrium remains at rest. The sum of all of the moments of the forces acting is zero.
A gradient is a description of a pattern or variation. The description includes both the magnitude and the direction of the change.
Examples:
Light intensity decreases in a predictable manner as the distance from the light source increases.
On a mountain, the direction in which the change of slope is smallest is the most desirable route to build a railroad line.
It is an action within one system which causes a similar action within another system.
Examples:
The hollow body of a guitar amplifies the sound of the vibrating guitar strings.
A wine glass can be made to shatter by sound vibrations due to mechanical resonance.
B31 significance P(9), D(10-12)
It is the belief that certain differences exceed those that would be expected to be caused by chance alone.
Example:
An analysis of Brahe's data led to the development of Kepler's First Law.
Validation is a belief that similar relationships obtained by two or more different methods reflect an accurate representation of the situation being investigated.
Example:
Carbon-14 dating can be used to check the authenticity of archaeological artifacts.
Entropy is the randomness, or disorder, in a collection of things. It can never decrease in a closed system. Example:
When solid sodium chloride dissolves in water, its particles are dispersed randomly.
The scientifically literate person uses processes of science in solving problems, making decisions, and furthering understanding of society and the environment.
Complex or integrated processes include those which are more basic. Intellectual skills are acquired and practised throughout life so that eventually some control over these processes can facilitate learning. This can provide information processing and problem solving abilities that go beyond any curriculum.
Process skills such as accessing and processing information, applying knowledge of scientific principles to the analysis of issues, identifying value positions, and reaching consensus are believed to include the more basic processes of science.
The basic processes of science are:
Classifying is a systematic procedure used to impose order on collections of objects or events.
Example:
Grouping animals into their phyla or arranging the elements into the periodic table are examples of classifying.
Communicating is any one of several procedures for transmitting information from one person to another.
Example:
Writing reports, or participating in discussions in class are examples of communicating.
C3 observing and describing D(K-12) This is the most basic process of science. The senses are used to obtain information about the environment.
Example:
During an investigation, a student writes a paragraph recording the progress of a chemical reaction between hot copper metal and sulphur vapour.
C4 working cooperatively D(K-12)
This involves an individual working productively as a member of a team for the benefit of the team's goals.
Examples:
Students should share responsibilities in the completion of an experiment.
An instrument is used to obtain a quantitative value associated with some characteristic of an object or an event.
Example:
The length of a metal bar can be determined to the nearest millimetre with an appropriate measuring device.
C6 questioning P(K-1), D(2-12)
It is the ability to raise problems or points for investigation or discussion.
Example:
A student should be able to create directed questions aboutobserved events. When migratory birds are observed, questions such as, "Why do birds flock to migrate?", "Do some birds migrate singly?", and "How do birds know where to go?" should direct further inquiry.
C7 using numbers P(K-1), D(2-12)
This involves counting or measuring to express ideas, observations, or relationships, often as a complement to the use of words.
Example:
1 litre contains 1 000 millilitres.
C8 hypothesizing P(1-2), D(3-12)
Hypothesizing is stating a tentative generalization which may be used to explain a relatively large number of events. It is subject to immediate or eventual testing by experiments.
Example:
Making predictions about the importance of various components of a pendulum which may influence its period is an example of hypothesizing.
It is explaining an observation in terms of previous experience.
Example:
After noticing that saline sloughs have a different insect population than fresher sloughs, one might infer that small changes in an environment can affect populations.
C10 predicting P(1-2), D(3-12)
This involves determining future outcomes on the basis of previous information.
Example:
Given the results of the hourly population counts in a yeast culture over a 4 hour period, one could attempt to predict the population after 5 hours.
C11 controlling variables P(1-2), D(3-12)
Controlling variables is based on identifying and managing the conditions that may influence a situation or event.
Example:
If all other factors which may be important in plant growth are identified and made similar (controlled), the effect of gibberellic acid can be observed.
In order to test the effect of fertilizer on plant growth, all other factors which may be important in plant growth must be identified and controlled so that the effect of the fertilizer can be determined.
C12 interpreting data P(2), D(3-12)
This important process is based on finding a pattern in a collection of data. It leads to a generalization.
Example:
Concluding that the mass of the pendulum bob does not affect the period of a pendulum might be based on the similarity of periods of 100 g, 200 g, and 300 g pendulums.
C13 formulating models P(2-6), D(7-12)
Models are used to represent an object, event, or process.
Example:
Vector descriptions of how forces interact are models.
C14 problem solving P(2-8), D(9-12)
Scientific knowledge is generated by, and used for, asking questions concerning the natural world. Quantitative methods are frequently employed.
Examples:
A knowledge of genetics and the techniques of recombinant DNA are used to create bacteria which produce insulin.
It is examining scientific ideas and concepts to determine their essence or meaning.
Example:
Determining whether a hypothesis is tenable requires analysis.
Determining which amino acid sequence produces insulin requires analysis.
C16 designing experiments P(3-8), D(9-12)
Designing experiments involves planning a series of data-gathering operations which will provide a basis for testing a hypothesis or answering a question.
Example:
Automobile manufacturers test seat belt performance in crash tests.
C17 using mathematics P(6), D(7-12)
When using mathematics, numeric or spatial relationships are expressed in abstract terms.
Example:
Projectile trajectories can be predicted using mathematics.
C18 using time-space relationships P(6-7), D(8-12)
These are the two criteria used to describe the location of things or events.
Example:
Describe the migratory paths of the barren lands caribou.
C19 consensus making P(6-8), D(9-12)
Consensus making is reaching an agreement when a diversity of opinions exist.
Examples:
A discussion of the disposal of toxic waste, based on research, gives a group of students the opportunity to develop a position they will be using in a debate.
The scientifically literate person understands and appreciates the joint enterprises of science and technology, their interrelationships, and their impacts on society and the environment.
Some of the factors involved in the interrelationships among science, technology, society, and the environment are:
D1 science and technology P(K-2), D(3-12)
There is a distinction between science and technology, although they often overlap and depend on each other. Science deals with generating and ordering conceptual knowledge. Technology deals with design and development, and the application of scientific or technological knowledge, often in response to social and human needs.
Example:
The invention of the microscope led to new discoveries about cells.
D2 scientists and technologists are human P(1-6), D(7-12)
Outside of their specialized fields, scientists and technologists may not exhibit strong development of all or even most of the Dimensions of Scientific Literacy. Vocations in science and technology are open to most people.
Example:
By researching the biographies of famous scientists, students can begin to appreciate the human elements of science and technology.
D3 impact of science and P(3-5), D(6-12)
Scientific and technological developments have real and direct effects on every person's life. Some effects are desirable; others are not. Some of the desirable effects may have undesirable side effects. In essence, there seems to be a trade-off principle working in which gains are accompanied by losses.
Example:
As our society continues to increase its demands on energy consumption and consumer goods, we are likely to attain a higher standard of living while allowing further deterioration of the environment to occur.
D4 science, technology, and the environment P(3-5), D(6-12)
Science and technology can be used to monitor environmental quality. Society has the ability and responsibility to educate and to regulate environmental quality and the wise usage of natural resources, to ensure quality of life for this and succeeding generations.
Example:
Everyone should share in the responsibility of conserving energy.
D5 public understanding gap P(3-8), D(9-12)
A considerable gap exists between scientific and technological knowledge, and public understanding of it. Constant effort is required by scientists, technologists, and educators to minimize this gap.
Examples:
Some people mistakenly believe that irradiation causes food to become radioactive.
Buttermilk is often mistakenly regarded as having a high caloric content.
Folklore has it that the best time to plant potatoes in the spring is during the full moon.
Many believe that technology is simply applied science.
D6 resources for science and technology P(3-8), D(9-12)
Science and technology require considerable resources in the form of talent, time, and money.
Example:
Further advances in space exploration may require the collective efforts of many nations working together to find the necessary time, money and resources.
D7 variable positions P(3-9), D(10-12)
Scientific thought and knowledge can be used to support different positions. It is normal for scientists and technologists to disagree among themselves, even though they may invoke the same scientific theories and data.
Examples:
The debate about the possibility of cold fusion illustrated variable positions among scientists.There is a debate about whether or not controlled burning techniques should be used in national parks.
D8 limitations of science and technology P(6-8), D(9-12)
Science and technology can not guarantee a solution to any specific problem. In fact, the ultimate solution of any problem is usually impossible, and a partial or temporary solution is all that is ever possible. Solutions to problems can not necessarily be legislated, bought, or guaranteed by the allocation of resources. Some things are not amenable to the approaches of science and technology.
Example:
The solutions that technology now proposes for nuclear waste storage often have significant limitations and are, at best, only short-term solutions until better ones can be found.
D9 social influence on science and technology P(7-9), D(10-12)
The selection of problems investigated by scientific and technological research is influenced by the needs, interests, and financial support of society.
Example:
The race to put a person on the moon illustrates how priorities can determine the extent to which the study of particular scientific and technological problems are sanctioned and thus allowed to be investigated.
D10 technology controlled by society P(9), D(10-12)
Although science requires freedom to inquire, applications of scientific knowledge and of technological products and practices are ultimately determined by society. Scientists and technologists have a responsibility to inform the public of the possible consequences of such applications. A need to search for consequences of scientific and technological innovations exists.
Examples:
Einstein's famous letter to President Roosevelt, warning about the possibility of developing nuclear weapons, and his pacifist views, illustrate the responsibility that scientists must have as members of society.
D11 science, technology, and other realms P(9), D(10-12) Although there are distinctive characteristics of the knowledge and processes that characterize science and technology, there are many connections to, and overlaps with, other realms of human knowledge and understanding.
Example:
The Uncertainty Principle in science, the Verstehen Principle in anthropology, and the Hawthorne Effect in social psychology all express similar types of ideas within the realm of their own disciplines.
The scientifically literate person has developed numerous manipulative skills associated with science and technology.
The list of skills that follows represents manipulative skills important to the achievement of scientific literacy:
E1 using magnifying instruments D(K-12)
Some magnifying instruments include the magnifying lens, microscope, telescope, and overhead projector.
Examples:
Fine dissections of earthworms are done with the aid of stereoscopic microscopes.
A student uses a microphone to make an announcement to a large group over the public address system.
E2 using natural environments D(K-12)
The student uses natural environments effectively and in appropriately sensitive ways (e.g., collecting, examining, and reintroducing specimens).
Example:
Students can do a study of the margin of a pond by observing and describing a particular section at two week intervals for three months. After they collect and examine specimens, they should reintroduce them to their natural environment.
E3 using equipment safely D(K-12)
The student demonstrates safe use of equipment in the laboratory, in the classroom, and in everyday experiences.
Example:
A student recognizes a situation where goggles should be worn, and puts them on before being instructed to wear them.
E4 using audiovisual aids D(K-12)
The student independently uses audiovisual aids
in communicating information. (Audiovisual aids include such things as: drawings, photographs, collages, televisions, radios, video cassette recorders, overhead projectors.)
Examples:
A student shows the teacher how to operate the VCR.
A student uses a camera to record natural phenomena.
E5 computer interaction D(K-12)
The student uses the computer as an analytical tool, a tool to increase productivity, and as an extension of the human mind.
Examples:
Computer software can be used to simulate a natural event or process which may be too dangerous or impractical to perform in the laboratory.
E6 measuring distance P(K-1), D(2-12)
The student accurately measures distance with appropriate instruments or techniques such as rulers, metre sticks, trundle wheels, or rangefinders.
Example:
Determine the length and width of a room using a metre stick.
Large distances can be determined using parallax or triangulation methods.
E7 manipulative ability P(K-2), D(3-12)
The student demonstrates an ability to handle objects with skill and dexterity.
Example:
A student uses a graduated cylinder to measure 35 mL of liquid. The liquid is then transferred into a flask and heated.
E8 measuring time P(1), D(2-12)
The student accurately measures time with appropriate instruments such as a watch, an hourglass, or any device which exhibits periodic motion.
Example:
A student uses an oscilloscope to measure a short time interval accurately.
E9 measuring volume P(1), D(2-12) The student measures volume directly with graduated containers. The student also measures volume indirectly using calculations from mathematical relations.
Example:
The volume of a graduated cylinder is read at the curve inflection point of the meniscus.
Archimedes' principle is used to determine the volume of an irregular solid.
E10 measuring temperature P(1), D(2-12)
The student accurately measures temperature with a thermometer or a thermocouple.
Example:
Thermometers must be properly placed to record accurate measurements of temperature.
E11 measuring mass P(2), D(3-12)
The student accurately measures mass with a double beam balance or by using other appropriate techniques.
Example:
Balances may be used to determine the mass of an object, within the limits of the precision of the balance.
E12 using electronic instruments P(5-8), D(9-12)
The student can use electronic instruments that reveal physical or chemical properties, or monitor biological functions.
Example:
Following the recommended procedures allows an instrument to be used to the maximum extent of its precision (e.g., ammeter, oscilloscope, pH meter, camera).
E13 using quantitative relationships P(5-9), D(10-12)
The student uses mathematical expressions correctly.
Examples:
To calculate instantaneous acceleration, find the slope at one point on a velocity versus time graph.
Calculate the volume of a cube given the length of one side.
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.
The scientifically literate person has developed a unique view of science, technology, society and the environment as a result of science education, and continues to extend this education throughout life.
Science-related interests and attitudes include:
The student exhibits an observable interest in science.
Example:
Students and teachers who spend a great deal of time outside of class on science fair projects exhibit a keen interest in science.
The student experiences a measure of self-satisfaction by participating in science and in understanding scientific things.
Example:
Students and teachers who read science literature are interested in discussing with others what they read.
The individual has gained some scientific knowledge and continues some line of scientific inquiry. This may take many forms.
Example:
A person joins a natural history society to learn more about wildlife.
G4 media preference P(K-2), D(3-12)
The student selects the most appropriate media, depending on the information needed, and on his or her present level of understanding.
Examples:
Students and teachers who watch science-related television programs demonstrate a real interest in science.
When researching a science project, a student might have to determine which sources of information are most appropriate. The choice could include such things as television programs, newspaper articles, books, public displays, and scientific journals.
The student pursues a science-related hobby.
Example:
By pursuing a hobby such as bird watching, astronomy, or shell collecting, a student demonstrates a keen interest in science.
G6 response preference P(3-5), D(6-12)
The way in which people behave can be an indication of whether or not they are striving to attain scientific literacy.
Example:
In an election, voters might consider the candidates' positions on environmental issues.
The student considers a science-related occupation.
Example:
By modelling appropriate behaviours, teachers can encourage their students to become interested in science education or other science-related fields.
G8 explanation preference P(6-9), D(10-12)
The student chooses a scientific explanation over a nonscientific explanation when it is appropriate to do so. The student also recognizes that there may be some circumstances in which it may not be appropriate to select a scientific explanation.
Example:
By resorting to logic in a debate, students demonstrate logical thinking similar to that used in science.
G9 valuing contributors P(6-9), D(10-12)
The student values those scientists and technologists who have made significant contributions to humanity.
Examples:
A person wears a T-shirt bearing the image of some famous scientist.Some students may hold the science teacher in very high regard.