Nature of Science

1
Nature of Science
Joel A. Bryan, Ph.D. Center for Mathematics and
Science Education Texas AM University jabryan_at_tam
u.edu
2
SCIENCE is
the search for relationships that explain and
predict the behavior of the universe.
3
PHYSICS is
the science concerned with relationships between
matter, energy, and its transformations.
4
TAKS Objective 1 Grades 5, 8, and 10
The student will demonstrate an understanding of
the nature of science.
Science for All Americans http//www.project2061
.org/publications/sfaa/online/chap1.htm
Benchmarks for Science Literacy http//www.proje
ct2061.org/tools/benchol/ch1/ch1.htm
5
It is the year 2347. The Earths natural
resources are exhausted. Scientists have
determined that the Earth will most likely
explode in a very short time.
Bang!!!
6
The development of space travel and other
technological advancements have enabled
scientists to prepare a distant planet for
human habitation.
7
You and a few others are fortunate to have
been selected as representative members of
planet Earth who will survive and populate this
new distant planet.
8
Upon arrival, you are relieved to find that the
planet is indeed suitably prepared for human
existence, just as promised.
9
Your joy soon turns to frantic dismay when you
discover that the sole member of your team with
knowledge of the voice- activated oxygen
producing machine has taken deathly ill and no
longer remembers the voice activation code.
10
As your oxygen supply quickly depletes, a
close inspection of the voice- activated oxygen
supply machine reveals only a few vague
instructions.
Speak here.
Oxygen
Instructions
11
Oxygen is produced by spoken numerical code, of
which no number may be used more than once. Five
consecutive invalid attempts will cause this
device to completely self-destruct. Press here
to begin, speaking loudly and clearly into
the microphone.
12
Your task is to begin the process of trying to
determine the code, or rule, that determines
whether or not a number is valid for oxygen
production.
13
Works Doesnt Work 2,4,6, 1,3,5,
For example, these numbers might suggest to some
viewers that even s work and odd s do not.
14
Participants should begin with a trial and
error type process that quickly leads them to
form some kind of theory regarding what
constitutes successful numbers. Both
successful and unsuccessful responses should be
recorded for ease of evaluation.
15
Participants must then go through a scientific
process of testing, evaluation, and
modification of their theories. This process
should illustrate what is commonly referred to as
the scientific method, along with many
attributes of the nature of science.
16
This activity provides opportunities during the
entire process to illustrate aspects of the
nature of science. Additional time should be
taken at the end of the exercise to reflect
on the nature of science as evidenced by this
activity. The following is a brief discussion
of how this activity illustrates some aspects of
the nature of science.
17
Nature of Science
aspects reinforced by this activity include, but
are not limited to

• Scientific conclusions depend
• on the creative imagination
• of the scientist.

18

• Science is a social enterprise.
• Scientific knowledge is dynamic
• and subject to change.
• Absolute certainty of a
• scientific conclusion is
• an impossibility.

19
Scientific conclusions depend on the creative
imagination of the scientist.

• Participants were limited in
• their creativity by what they
• had previously experienced
• with numbers.

20

• Each participant looked at the
• exact same evidence, yet
• depended on their own experiences
• and creative imagination to
• determine the reality of what
• the numbers actually represented.
• This naturally led to differing
• interpretations of the same
• reality.

21
For Discussion
In what ways are the creative aspects of this
activity similar to creative aspects of real
science? In what ways are they different? How
might prior experiences influence scientific
interpretations? Provide some possible examples.
22
Science is a social enterprise.

• Because repeated failure would
• be detrimental to the health
• of all, it was necessary for
• participants to reach some type
• of consensus before attempting
• a trial.

23

• Participants were forced to
• evaluate competing theories
• and determine the most plausible.
• This decision may not have always
• been made on the basis of merit
• alone.

24
For Discussion
In what ways are the social aspects of this
activity similar/different to the social aspects
of real science? How are differences of
opinion settled in scientific issues? Provide
some possible examples.
25
Scientific knowledge is subject to change.

• A theory remains valid as
• long as it explains prior
• findings and is useful in
• predicting new ones.

26

• The theories were valid and
• useful until new discoveries
• proved them wrong.
• Theories may undergo slight
• change or total abandonment
• when confronted with
• discrepant evidence.

27
For Discussion
In what ways are the aspects of theory change in
this activity similar/different to the theory
change aspects of real science? How does one
decide whether to abandon or modify an existing
theory? Provide some possible examples.
28
Absolute certainty of a scientific claim is not
possible.

• No amount of trials could ever
• prove one theory totally correct.
• Only one counterexample was
• needed to invalidate a theory.

29

• No one will ever
• know with absolute
• certainty the true
• rule for the
• oxygen machine
• without seeing
• the card.

30
For Discussion
In what ways are the uncertainties of this
exercise similar/different to that of real
science? What would seeing the card
mean? Will scientists ever see the card?
Provide some possible examples.
31
TAKS Objective 1 Grade 8 and Grades 10-11
The student will demonstrate an understanding of
the nature of science.
Science for All Americans http//www.project2061
.org/publications/sfaa/online/chap1.htm
Benchmarks for Science Literacy http//www.proje
ct2061.org/tools/benchol/ch1/ch1.htm