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- W1569098760 abstract "Byline: Steve Metz Careful readers of Science Teacher (TST) will have noticed that we avoid using the phrase, The Scientific Method. idea-still found in many textbooks-that investigations in science can be characterized by a single, standard step-by-step method misrepresents the practice of science today and throughout its rich history. Although there are commonalities in the methods of scientists, there is no universal set of steps that move in a straight path from an observation through forming a hypothesis and testing the hypothesis to drawing a conclusion. More often than not, scientists work in idiosyncratic ways, including how they approach research and, perhaps most importantly, what they choose to study in the first place. Consider the methods of some of our most important scientists. Did Darwin come up with his theory of evolution primarily through controlled experimentation? Did Einstein discover relativity and all the rest by proceeding through a step-by-step method? Fleming did not set out to design a controlled experiment to grow molds and test their effect on bacteria, but the world would be a very different place without his serendipitous discovery of Penicillium chrysogenum's antibacterial effect. same can be said of Becquerel's accidental discovery of radioactivity. Even Rutherford came to the discovery of the nuclear atom through the unexpected results of the scattering of alpha particles through gold foil. Our body of scientific knowledge has come from carefully crafted, controlled experiments-Faraday, McClintock, and the Curies come immediately to mind-but also from the careful observations of scientists such as Goodall and Fosse, from the gedankenexperiments of the likes of Schoedinger, Feynman, and Hawking, and from the synthesis and incredible leaps of imagination made by scientists such as Newton, Mendeleev, and Watson and Crick. When we teach about scientific inquiry as a single, step-by-step scientific method, we risk more than just establishing a misconception about the nature of science. We also risk making science seem dry and unappealing. In contrast, allowing students to learn about the diverse methods of science can generate interest and perhaps point more students toward a career path that involves science. What then do we want students to learn about the methods of scientists? I try to emphasize four central features of scientific inquiry: careful observation, critical reasoning, the importance of imagination, and the reliance on evidence. It is a simplified view, to be sure. …" @default.
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- W1569098760 title "Problem-Based Learning" @default.
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