|Type of Product:||e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book)
|Grade Level:||High School
“The U.S. Preventative Services Task Force issued new guidelines for mammograms in 2009. What does this mean for someone with a family history of breast cancer? Congress periodically votes on a piece of legislation called the Farm Bill. What does its current iteration mean for the safety of supermarket eggs? Understanding how the latest science affects real people—patients, consumers, voters, and taxpayers—is at the heart of science literacy.”
—From Chapter 1 of Front-Page Science
Like citizen journalists, your students can get to the heart of science literacy—and challenging questions like these—with the “learn by doing” methodology in this innovative book. Front-Page Science uses science journalism techniques to help students become better consumers of, and contributors to, a scientifically literate community.
The book is divided into three parts:
• Background information and a rationale for using science journalism techniques
• Concrete advice about how to teach science literacy in this framework—from helping students find story angles to teaching search strategies and interview techniques
• The process of putting together and writing a news story, including how to get students started, help them when they’re stalled, and respond to their drafts
A free website provides downloadable lesson plans, teacher suggestions, and a forum for exchanging ideas with others. Like Front-Page Science, the website is part of the National Science Foundation–funded Science Literacy Through Science Journalism project. By making full use of these rich resources, you’ll teach your students skills that will help them make sense of their world not just now, but also after graduation and for years to come.
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Scientific habits of mind
|Intended User Role:||High-School Educator, Teacher
|Educational Issues:||Teacher preparation, Teaching strategies
About the Authors
Foreword, By Joseph L. Polman
Chapter 1 Science Literacy: The Big Picture
Chapter 2 Science Journalism Goes to School
Chapter 3 Can I Do This? Frequently Asked Questions
Chapter 4 Science Journalism Standards
Chapter 5 Setting the Stage by Modeling
Chapter 6 “What’s Your Angle?”
Chapter 7 Finding and Keeping Track of Sources
Chapter 8 Original Reporting: Interviews and Surveys
Chapter 9 Channeling Your Inner Science Teacher: Considering Context and Accuracy
Chapter 10 Going the Write Way
Chapter 11 It’s All About Revising: Moving Toward Publication
Chapter 12 Beyond Words
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National Standards Correlation
This resource has 31 correlations with the National Standards.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Identify questions and concepts that guide scientific investigations. (9-12)
- Formulate and revise scientific explanations and models using logic and evidence. (9-12)
- Recognize and analyze alternative explanations and models. (9-12)
- Communicate and defend a scientific argument. (9-12)
- Understandings about scientific inquiry
- Conceptual principles and knowledge guide scientific inquiries. (9-12)
- In presenting data, graphs are used to convey comparisons or trends. (9-12)
- Scientific explanations must adhere to criteria such as: a proposed explanation must be logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge. (9-12)
- Results of scientific inquiry--new knowledge and methods--emerge from different types of investigations and public communication among scientists. (9-12)
- In communicating and defending the results of scientific inquiry, arguments must be logical and demonstrate connections between natural phenomena, investigations, and the historical body of scientific knowledge. (9-12)
- In addition, the methods and procedures that scientists used to obtain evidence must be clearly reported to enhance opportunities for further investigation. (9-12)
- Science in Personal and Social Perspectives
- Science and technology in society
- Students should appreciate what science and technology can reasonably contribute to society and what they cannot do. For example, new technologies often will decrease some risks and increase others.
- Sci and Tech in local, natl, and global challenges
- Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges. (9-12)
- Understanding science alone will not resolve local, national, or global challenges. (9-12)
- Progress in science and technology can be affected by social issues and challenges. (9-12)
- Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology. (9-12)
- Individuals and society must decide on proposals involving new research and the introduction of new technologies into society. (9-12)
- Decisions involve assessment of alternatives, risks, costs, and benefits and consideration of who benefits and who suffers, who pays and gains, and what the risks are and who bears them. (9-12)
- Students should understand the appropriateness and value of basic questions--"What can happen?"--"What are the odds?"--and "How do scientists and engineers know what will happen?" (9-12)
- History and Nature of Science
- Nature of scientific knowledge
- Science distinguishes itself from other ways of knowing and from other bodies of knowledge through the use of empirical standards, logical arguments, and skepticism, as scientists strive for the best possible explanations about the natural world. (9-12)
- Scientific explanations must meet certain criteria. (9-12)
- First and foremost, scientific explanations must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied. (9-12)
- Scientific explanations should be logical, respect the rules of evidence, be open to criticism, report methods and procedures, and make knowledge public. (9-12)
- Explanations on how the natural world changes based on myths, personal beliefs, religious values, mystical inspiration, superstition, or authority may be personally useful and socially relevant, but they are not scientific. (9-12)
- Because all scientific ideas depend on experimental and observational confirmation, all scientific knowledge is, in principle, subject to change as new evidence becomes available. (9-12)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select science content and adapt and design curricula to meet the interests, knowledge, understanding, abilities, and experiences of students.
- Develop a framework of yearlong and short-term goals for students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.
- Focus and support inquiries while interacting with students.
- Orchestrate discourse among students about scientific ideas.
- Challenge students to accept and share responsibility for their own learning.
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