Nature of Science FPLC Nunez 2005-6
From CTLpedia
What is the Nature of Science and How Should We Teach It?
Sumary: This is a summary of thoughts from my KEEP Toolkit of 2005-6 on the Nature of Science.
How do I think about how I teach the NOS for Mathematics?
I do not think of Mathematics as a "Science", but rather a structure to describe relationships between not only quantities but also objects. The connection between mathematics and science is a descriptive one, and I therefore try to instill in my students an awareness of effective communication. Descriptive words are very important for effective communication of any idea, so I focus on understanding and using math terms correctly. While this does not directly tie into the Nature of Science, it does have a huge impact not only on the student's success in both math and science.
What Terminology do I use and how do I use it?
I try to use and emphasize appropriate terminology such as the names of number categories as often as possible. For example, the set of rational numbers is a category that impacts a student often throughout any undergraduate math course. The term "rational" is used later on to describe expressions such as "rational functions". If the student has a firm grounding on what rational numbers are, he or she will already be familiar with the basis of a rational expression.
How is data collection done in my discipline?
We investigate many different kinds of real world problems from a data modeling perspective. For some exercises the data is already available because most of the focus is on the mathematical modeling. Technology can sometimes help for collecting real data in the classroom. In some probability and statistics courses students often have the opportunity to collect data from events as simple as flipping coins to see how theoretical probability matches a real experiment.
What am I doing in my classroom to promote the understanding of NOS for my discipline?
I feel that the data modeling in our classes, while not providing a "big picture" of the nature of science, does expose students to a slice of the science process. I also feel the emphasis on understanding the words used in mathematics spills over into good habits in science.
How would I do research in my specific field (is that different or the same as to how you teach it in your classroom)?
True research in mathematics is far different from the classroom. Mathematical research requires lots of creativity and deep thought to discover new mathematical relationships. In the classroom we can coax our students into "discovering" some smaller but very important mathematical facts through numerical investigations and describing the patterns that result.
What resources / references have you found helpful?
There was a great resource text, "The Nature of Science in Science Education", which summarized many of the issues I was unaware of in science education. I learned much more about different perspectives on science reform in education as well as a few ideas on how mathematics fits into the discussion.
