Chapter 1: Science A Way of Knowing
Key Terms:
Scientific method Pseudoscience
Observation Physics
Experiment Chemistry
Measurement Astronomy
Mathematics Earth Sciences
Fact Biology
Hypothesis Basic research
Law Technology
Theory Applied research
Prediction Research and development (R&D)
Reproducible Peer Review
In-Class Activities:
Instructor Notes for In-Class Activity 1
Title: Which are Science?
Time: 15 – 30 minutes
Materials: Handout
Handouts: Which are Science? List of scientific and non-scientific knowledge –
This could also be made into a transparency or multimedia slide.
Procedures: Hand out the Which are Science? papers to the students or put up the
transparency/slide. Ask the students to individually indicate whether
each item is an example of scientific knowledge, non-scientific
knowledge, or other. After the students make their decisions, talk
about the details of each example. Some examples, as described in
the Instructor Copy, may come from oversimplified statements from
the media or even from teachers. These statements need to be
examined carefully by the class to support the need for specificity of
vocabulary in science. Others are examples of “old wives’ tales” that
have subsequently been verified by science. However, many of your
students may over generalize from one herbal extract, for example,
having a scientific basis to all herbal extracts. They also don’t have a
clear understanding of level of effect or interaction effects with other
medications, alcohol, etc.
Suggested Questions:
1. What determines the difference between scientific knowledge and
non-scientific knowledge?
2. What is necessary for non-scientific knowledge to become
scientific knowledge?
6
,Chapter 1
3. What is “common sense”? Upon what is it based? Is it scientific
knowledge or non-scientific knowledge? Why?
4. Why is it inappropriate to use overly general language when
describing scientific knowledge?
5. How does frame of reference change your answers to some
questions?
6. How can the media shape the way that scientific events are
understood?
Student Are the statements provided here examples of scientific knowledge, non-
Instructions: scientific knowledge, or something else? What helped you make your
decisions?
Specific I know that there is a similar activity within the text in the discussion
Suggestions: questions. Those statements, however, are a little more concrete in nature
in that each one can be fairly easily determined based upon being
observable and measurable. I have found that my students can clearly
discriminate items that are more “black and white” but have problems
with shades of gray. For example, information that once was considered
“old wives’ tales” that has since been verified medically. Students want
science to be concrete, solid, and unmoving – facts that you memorize
and never revisit. Unfortunately, they must learn about the tentative
nature of science in order to function knowledgably in a society that
relies upon science for answers to most questions.
On the instructor’s copy there is at least one comment in italics about
each non-scientific (or potential “other”) statement. There may be other
issues you may want to address when you explain the statement. In some
cases an example may be an “old wives’ tale that has been scientifically
supported more recently. Make certain that the students understand that
not all such tales have basis in scientific truths. Many of the examples
suffer from lack of specificity in language that can be attributable to the
media or well-meaning teachers trying to make science “easier” for their
students. You can point these problems out using the examples given, or
make your own examples.
Objectives: Discriminate between scientific and non-scientific knowledge
Identify examples of historically non-scientific knowledge that may be
investigable for potential scientific underpinnings
Recognize that oversimplification of scientific research leads to
misunderstandings about science
7
, Chapter 1
In-Class Activity 1: Handout and Instructor Copy:
Which are Science?
Are the statements provided here examples of scientific knowledge, non-scientific knowledge, or
something else? What helped you make your decisions?
1. What goes up must come down.
2. Herb teas made with valerian relax you.
3. Supreme being(s) exist(s).
4. Acceleration due to gravity on Earth is 9.8 m/sec2.
5. Frogs spawn in spring.
6. There is a hole in the ozone layer.
7. Alcohol causes cirrhosis of the liver.
8. Drinking alcohol is bad for you.
9. Seasons are caused by the Earth’s proximity to the sun.
10. When water boils, the bubbles are filled with air.
8
Key Terms:
Scientific method Pseudoscience
Observation Physics
Experiment Chemistry
Measurement Astronomy
Mathematics Earth Sciences
Fact Biology
Hypothesis Basic research
Law Technology
Theory Applied research
Prediction Research and development (R&D)
Reproducible Peer Review
In-Class Activities:
Instructor Notes for In-Class Activity 1
Title: Which are Science?
Time: 15 – 30 minutes
Materials: Handout
Handouts: Which are Science? List of scientific and non-scientific knowledge –
This could also be made into a transparency or multimedia slide.
Procedures: Hand out the Which are Science? papers to the students or put up the
transparency/slide. Ask the students to individually indicate whether
each item is an example of scientific knowledge, non-scientific
knowledge, or other. After the students make their decisions, talk
about the details of each example. Some examples, as described in
the Instructor Copy, may come from oversimplified statements from
the media or even from teachers. These statements need to be
examined carefully by the class to support the need for specificity of
vocabulary in science. Others are examples of “old wives’ tales” that
have subsequently been verified by science. However, many of your
students may over generalize from one herbal extract, for example,
having a scientific basis to all herbal extracts. They also don’t have a
clear understanding of level of effect or interaction effects with other
medications, alcohol, etc.
Suggested Questions:
1. What determines the difference between scientific knowledge and
non-scientific knowledge?
2. What is necessary for non-scientific knowledge to become
scientific knowledge?
6
,Chapter 1
3. What is “common sense”? Upon what is it based? Is it scientific
knowledge or non-scientific knowledge? Why?
4. Why is it inappropriate to use overly general language when
describing scientific knowledge?
5. How does frame of reference change your answers to some
questions?
6. How can the media shape the way that scientific events are
understood?
Student Are the statements provided here examples of scientific knowledge, non-
Instructions: scientific knowledge, or something else? What helped you make your
decisions?
Specific I know that there is a similar activity within the text in the discussion
Suggestions: questions. Those statements, however, are a little more concrete in nature
in that each one can be fairly easily determined based upon being
observable and measurable. I have found that my students can clearly
discriminate items that are more “black and white” but have problems
with shades of gray. For example, information that once was considered
“old wives’ tales” that has since been verified medically. Students want
science to be concrete, solid, and unmoving – facts that you memorize
and never revisit. Unfortunately, they must learn about the tentative
nature of science in order to function knowledgably in a society that
relies upon science for answers to most questions.
On the instructor’s copy there is at least one comment in italics about
each non-scientific (or potential “other”) statement. There may be other
issues you may want to address when you explain the statement. In some
cases an example may be an “old wives’ tale that has been scientifically
supported more recently. Make certain that the students understand that
not all such tales have basis in scientific truths. Many of the examples
suffer from lack of specificity in language that can be attributable to the
media or well-meaning teachers trying to make science “easier” for their
students. You can point these problems out using the examples given, or
make your own examples.
Objectives: Discriminate between scientific and non-scientific knowledge
Identify examples of historically non-scientific knowledge that may be
investigable for potential scientific underpinnings
Recognize that oversimplification of scientific research leads to
misunderstandings about science
7
, Chapter 1
In-Class Activity 1: Handout and Instructor Copy:
Which are Science?
Are the statements provided here examples of scientific knowledge, non-scientific knowledge, or
something else? What helped you make your decisions?
1. What goes up must come down.
2. Herb teas made with valerian relax you.
3. Supreme being(s) exist(s).
4. Acceleration due to gravity on Earth is 9.8 m/sec2.
5. Frogs spawn in spring.
6. There is a hole in the ozone layer.
7. Alcohol causes cirrhosis of the liver.
8. Drinking alcohol is bad for you.
9. Seasons are caused by the Earth’s proximity to the sun.
10. When water boils, the bubbles are filled with air.
8
