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information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning Standards for Mathematics, Science, and
Technology at Three Levels
Standard 1: Intermediate
Students will use mathematical analysis, scientific inquiry, and
engineering design, as appropriate, to pose questions, seek answers,
and develop solutions.
Scientific Inquiry
1. The central purpose of scientific inquiry is to develop explanations
of natural phenomena in a continuing, creative process.
Students:
- formulate questions independently with the aid of references
appropriate for guiding the search for explanations of everyday
observations.
- construct explanations independently for natural phenomena,
especially by proposing preliminary visual models of phenomena.
- represent, present, and defend their proposed explanations
of everyday observations so that they can be understood and assessed
by others.
- seek to clarify, to assess critically, and to reconcile with
their own thinking the ideas presented by others, including peers,
teachers, authors, and scientists.
This is evident, for example, when students:
- After being shown the disparity between the amount of solid
waste which is recycled and which could be recycled, students
working in small groups are asked to explain why this disparity
exists. They develop a set of possible explanations and to select
one for intensive study. After their explanation is critiqued
by other groups, it is refined and submitted for assessment. The
explanation is rated on clarity, plausibility, and appropriateness
for intensive study using research methods.
2. Beyond the use of reasoning and consensus, scientific
inquiry involves the testing of proposed explanations involving the
use of conventional techniques and procedures and usually requiring
considerable ingenuity.
Students:
- use conventional techniques and those of their own design to
make further observations and refine their explanations, guided
by a need for more information.
- develop, present, and defend formal research proposals for
testing their own explanations of common phenomena, including
ways of obtaining needed observations and ways of conducting simple
controlled experiments.
- carry out their research proposals, recording observations
and measurements (e.g., lab notes, audio tape, computer
disk, video tape) to help assess the explanation.
This is evident, for example, when students:
- develop a research plan for studying the accuracy of their
explanation of the disparity between the amount of solid waste
that is recycled and that could be recycled.* After their tentative
plan is critiqued, they refine it and submit it for assessment.
The research proposal is rated on clarity, feasibility and soundness
as a method of studying the explanations' accuracy. They carry
out the plan, with teacher suggested modifications. This work
is rated by the teacher while it is in progress.
3. The observations made while testing proposed explanations,
when analyzed using conventional
and invented methods, provide new insights into phenomena.
Students:
design charts, tables, graphs and other
representations of observations in conventional and
creative ways to help them address their
research question or hypothesis.
interpret the organized data to answer
the research question or hypothesis and to gain
insight into the problem.
modify their personal understanding of
phenomena based on evaluation of their hypothesis.
This is evident, for example, when students:
carry out their plan making appropriate
observations and measurements. They analyze the
data, reach conclusions regarding their
explanation of the disparity between the amount of
solid waste which is recycled and which
could be recycled., and prepare a tentative report
which is critiqued by other groups, refined,
and submitted for assessment. The report is
rated on clarity, quality of presentation
of data and analyses, and soundness of
conclusions.
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