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SELF-STUDY > Science > Flashcards

Science Flashcards

1
Q

Refers to particular way of understanding the world, trying to connect past with present

A

Science

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2
Q

Based on premises that we can understand things by receiving accurate information about the world through our senses

A

Science

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3
Q

How do we do science?

A
  1. What is this?
  2. How does it work?
  3. How does it become like this?
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4
Q

What are the Scientific Ways?

A

1.Science relies on evidence, logically examined and interpreted by scientist using reasoning.

  1. Although we must be flexible in our thinking, we
    should still follow the scientific process guided by
    parameters.

3.Science is embedded within the times. It is always a work in progress and always tries to correct itself.

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5
Q

1.Science relies on _______from the natural world.

A

evidence

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6
Q

4 Scientific Principles

A

1.Science assumes that we learn about the world by gathering evidence using our senses and the extensions of our senses such as tools or equipment.
2. Science uses and tests evidence from the natural in order to explain science concepts or phenomena.
3. Science is a process of continuously learning about the world around us.
4.Scientific claims are tested and accepted based on observations and rejected if these fail the test.

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6
Q

8 Steps in Scientific Method

A
  1. Make an observation
  2. Ask question
  3. Make a hypothesis
  4. Make prediction
  5. Do an experiment
  6. Analyze the data
  7. Draw conclusion
  8. Communicate results
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7
Q

The Science Process Skills

A

Basic Process Skills
Integrated Process Skills
Higher Order Thinking Skills

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8
Q

Basic Process Skills

A

Observing
Classifying
Communicating
Measuring
Inferring
Predicting

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9
Q

Integrated Process Skills

A

Formulating Hypothesis
Controlling Variables
Defining Operationally
Experimenting
Interpreting data
Formulating Models

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10
Q

Higher Order Thinking skills

A

Critical thinking
Creative thinking
Problem Solving

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11
Q

It uses the senses (seeing, touching, tasting, smelling and hearing) to gather
information about the objects or events.

A

Observing

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12
Q

It is the grouping of objects or events into categories based on properties or criteria.

A

Classifying

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13
Q

It is a process of using standard or non standard estimates or measure to describe the dimensions of an object or event.

A

Measuring

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14
Q

It uses words or graphic symbols to describe an action, objects or events.

A

Communicating

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15
Q

It is the process of stating the outcomes of future event based on a pattern of evidence.

A

Predicting

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16
Q

It is the process of making an educated guess about an object or event based on previously gathered data or information.

A

Inferring

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17
Q

It is a process of stating the expected outcome of the experiment.

A

Formulating Hypothesis

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18
Q

It is a process of being able to identify variables that can affect the experimental outcomes.

A

Controlling Variables

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19
Q

It is making definition that is
specifically applicable to the activity or how it shall be done.

A

Defining Operationally

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20
Q

It is a process where the hypothesis is proven to be true or not thus a conclusion is derived.

A

Experimenting

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21
Q

It refers to giving meaning to the data which are usually in terms of quantities or numbers.

A

Interpreting Data

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22
Q

It is a process of translating a concept, process or event into mental or physical representation

A

Formulating Models

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23
Q

It is process of actively and skillfully conceptualizing , applying, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

A

Critical Thinking

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24
Q

It involves students learning to generate and apply new ideas in specific contexts, seeing existing situations in a new way, identifying alternative explanations, and seeing or making new links that generate a positive outcome.

A

Creative Thinking

25
Q

It is the act of defining a problem; determining the cause of the problem;
identifying, prioritizing, and selecting alternatives for a solution; and implementing a solution.

A

Problem Solving

26
Q

is the capacity to use scientific knowledge, to identify questions, and to draw evidence-based conclusions in order to understand and help make decisions about the natural world and the changes made to it through human activities.

A

Scientific Literacy

27
Q

3 Components of Scientific Literacy

A

Scientific Knowledge

Scientific Process

Situation or Context

28
Q

includes understanding of
fundamental scientific concepts, limitations of
scientific knowledge and the nature of science as a
human activity.

A

Scientific Knowledge

29
Q

is the systematic approach
scientists use to study, understand, and explain
natural phenomena.

A

Scientific process

30
Q

encompasses the background knowledge, theories, methodologies, and societal influences that shape scientific inquiry.

A

Context or Situation

31
Q

It is the environment or setting in scientific research,
experimentation or discussion.

A

Context or Situation

32
Q

includes an understanding of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that
students of different ages and backgrounds bring with them to the learning of those most frequently taught topics and lessons.”

A

Pedagogical Content
Knowledge (PCK)

33
Q

According to him, PCK includes “the most useful
forms of representation of topics, the most powerful
analogies, illustrations, examples, explanations, and
demonstrations - in a word, the ways of representing and formulating the subject that make it comprehensible to others.

A

Shulman (1986)

34
Q

Common elements of PCK

A
  • Knowledge of subject matter
  • Knowledge of students and possible misconceptions
  • Knowledge of curricula
  • Knowledge of general pedagogy.
35
Q

is knowing what, when, why, and how to teach using a reservoir of knowledge of good teaching practice and experience.

A

PCK

36
Q

Its goals and content are oriented towards producing
scientifically literate citizens, and decision makers. It takes into account emerging social and global issues and
concerns, new international trends in curriculum planning and design, and other pedagogical developments.

A

Science Curriculum

37
Q

Guiding Principles of Science Curriculum Framework

A
  1. Science is for everyone.
  2. Science is both content and process.
  3. School science should emphasize depth rather
    breadth, coherence rather than fragmentation, and
    use of evidence in constructing explanation.
  4. School science should be relevant and useful.
  5. School science should nurture interest in learning.
  6. School science should demonstrate a commitment
    to the development of a culture of science.
  7. School science should promote the strong link
    between science and technology, including
    indigenous technology.
  8. School science should recognize that science and
    technology reflect, influence, and shape our culture.
38
Q

Framework is organized around three
interlocking components:

A

(1) inquiry skills,
(2) scientific attitudes, and
(3) content and connections.

39
Q

sets out what all students should know,
understand, value, and be able to do

A

Framework

40
Q

asking questions about the world, designing and
conducting investigations, employing different
strategies to obtain information, and communicating results, analyzing and evaluating information,
procedures, and claims, make decisions based on
sound judgment and logical reasoning.

A

inquiry skills

41
Q

Activities such as scientific investigations, experiments, project work, field work, group discussion, and debates allow students to be actively engaged in the following processes.

A

inquiry skills

42
Q

These refer to values and habits of mind which are
especially important in science and are necessary if
students are to become lifelong learners and
productive citizens.

A

scientific attitudes

43
Q

scientific attitudes

A

Critical Thinking
Curiosity
Creativity
Intellectual Honesty
Accuracy
Objectivity
Independent Thinking
Active Listening
Assuming Responsibility
Taking Initiative
Perseverance

44
Q

three content areas covered:

A

(1) Life Science;
(2) Physical Science; and
(3) Earth and Space Science

45
Q

Science education should aim for scientific literacy that is operational in understanding oneself, common human welfare, social, and civic affairs.

A

Science is for everyone.

46
Q

Whether or not students pursue a university education, they
should leave school with a level of understanding and scientific literacy
that will prepare them to be informed and participative citizens who are
able to make judgments and decisions regarding science applications
that may have social, health, or environmental impacts.

A

Science is for everyone.

47
Q

Science content and science process are _______?

A

intertwined

47
Q

Without _______, students will have difficulty utilizing
the science process skills. Science processes cannot exist in a
vacuum. They are learned in context.

A

Content

47
Q

The value
of science processes is to advance content or the body of
knowledge.

A

Science is both content and process.

47
Q

Science content and science process are intertwined. The value of science processes is to advance content or the body of knowledge. Without content, students will have difficulty utilizing the science process skills. Science processes cannot exist in a vacuum. They are learned in context.

A

Science is both content and process.

47
Q

School science should emphasize _____ rather
______, _______ rather than ________ , and use of evidence in constructing explanation.

A

depth
breadth
fragmentation

48
Q

The teaching of science should be organized around situations, problems or projects that engage the students both as an individual and a member of a team.

A

School science should be relevant and useful.

48
Q

Organizing the curriculum around problems or
phenomena that puzzle students helps motivate them to learn.

A

School science should nurture interest in learning

49
Q

A culture of science is characterized by excellence, integrity, hard work, and discipline.

A

School science should demonstrate a commitment to the development of a culture of science.

50
Q

School science should promote the _______
between _______, including
__________.

A

Strong link
science and technology
indigenous technology

51
Q

The science curriculum should recognize the place of science and technology in everyday human affairs.

A

School science should recognize that science and technology reflect, influence, and shape our culture.

52
Q

It should integrate science and technology in the civic, personal, social, economic, and the values and ethical aspects of life.

A

School science should recognize that science and technology reflect, influence, and shape our culture.

53
Q

It is a variable that stands alone and isn’t changed by the other variables you are trying to measue?

A

Indepedent Variable

54
Q

Is the variable that is being measured or tested in experiment.

A

Dependent Variable

55
Q

ex. age, gender

A

Independent Variable

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