Science Capabilities
The New Zealand Curriculum identifies five key competencies important
for students to develop and TKI research recognises five Science Capabilities especially relevant teaching the
Nature of Science.
Gather and interpret data
Learners make careful observations and differentiate between observation
and inference.
Science knowledge is based on data derived from direct, or indirect, observations
of the natural physical world and often includes measuring something. An
inference is a conclusion you draw from observations – the meaning you make
from observations. Understanding the difference is an important step towards
being scientifically literate.
Use evidence
Learners support their ideas with evidence and look for evidence
supporting others' explanations.
Science is a way of explaining the world. Science is empirical and
measurable. This means that in science, explanations need to be supported by
evidence that is based on, or derived from, observations of the natural world.
Critique evidence
Not all questions can be answered by science.
In order to evaluate the trustworthiness of data, students need to know
quite a lot about the qualities of scientific tests.
Interpret representations
Scientists represent their ideas in a variety of ways, including models,
graphs, charts, diagrams and written texts. Learners think about how data is presented and ask questions such as:
What does this representation tell us? What is left out? How does this
representation get the message across? Why is it presented in this way?
Engage with science
This capability requires students to use the other capabilities to
engage with science in “real life” contexts. It involves students taking an interest in science issues, participating
in discussions about science and at times taking action.
Key competency
|
Science capabilities
|
How it
is developed
|
§ Thinking
|
§
Differentiate
between observation and inference.
§
Ensure
your explanations are robust.
§
Support
explanations with evidence that is based on observations of the natural
world.
§
Critique
evidence - evaluate the reliability and validity of data.
§
Think
about how data is represented in a resource: What does it tell us? What is
left out? How does it communicate the message? Why is it presented this way?
|
§
Strategies
for planning well-structured explanations.
§
Investigations.
§
Research
a scientist.
§
Teaching
experimental method.
|
§ Using language, symbols, and texts
|
§
Represent
and think about science ideas in a variety of ways, including models, graphs,
charts, diagrams and written texts.
|
§
Learning
science vocabulary, symbolism and methods.
|
§ Managing self
|
§
Make
careful observations.
|
§
Classroom
management that encourages student responsibility.
§
Homework
diaries, Revision planning.
|
§ Relating to others
|
§
As a
group, find science ideas to support your inference/ interpretation.
§
Engage
with real life science issues relevant to our community e.g. What action can
we take to address or highlight important issues?
|
§
Classroom
management that facilitates students getting to know each other.
|
§ Participating and contributing
|
§
Group
work where students learn to fulfil different roles.
§
Peer
tutoring encouraged.
|
“Science
can purify religion from error and superstition;
religion can purify science from idolatry and false absolutes.” Saint
John Paul II