“In science it’s not a sin to change your mind when the evidence demands it” (Ashenbach 2015, p. 47). But how do we encourage students to seek out and discover accurate scientific evidence and understand what it truly is and not be afraid to admit they were wrong when new evidence is uncovered? Students are influenced by many factors in their life; from parents, friends, teachers, and social media that it can be extremely challenging to teach them what science really is. Is it even conceivable to build a scientific mindset when the answers to all of their questions can be simply Googled? Instead of having to painstakingly research questions through legitimate resources and spending time meticulously testing their hypothesis, they are instead
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Research completed for the “War on Science” (2015) shows that “less than half of all Americans believe the earth is warming because humans are burning fossil fuels” (p. 45), and “a third of Americans believe humans have existed in their present form since time began” (p.41), can now be effectively changed. When misconceptions such as this arise in my classroom, the standard will be set that if a question is asked, it will be exhaustingly researched using techniques that have been discussed to constantly improve upon our scientific literacy as students and teachers. Answers without relevant evidence will not be acceptable and independent thinkers with the ability to question everything will be created. Not only will this help improve the scientific mind it will also help improve thinking and general literacy in all other subject areas also. So in a classroom setting, when the topic of evolution is taught and a student asks, how do you know evolution happened, “were you there?” (Wamsley, 2015) the appropriate response is to use that as an opportunity to look at the issue through scientific investigative. By allowing the student to discover the evidence available and although he or she may continue with their deeply held beliefs, but will have been exposed to science in such a way that will leave an impression with lasting effects far beyond the
Research completed for the “War on Science” (2015) shows that “less than half of all Americans believe the earth is warming because humans are burning fossil fuels” (p. 45), and “a third of Americans believe humans have existed in their present form since time began” (p.41), can now be effectively changed. When misconceptions such as this arise in my classroom, the standard will be set that if a question is asked, it will be exhaustingly researched using techniques that have been discussed to constantly improve upon our scientific literacy as students and teachers. Answers without relevant evidence will not be acceptable and independent thinkers with the ability to question everything will be created. Not only will this help improve the scientific mind it will also help improve thinking and general literacy in all other subject areas also. So in a classroom setting, when the topic of evolution is taught and a student asks, how do you know evolution happened, “were you there?” (Wamsley, 2015) the appropriate response is to use that as an opportunity to look at the issue through scientific investigative. By allowing the student to discover the evidence available and although he or she may continue with their deeply held beliefs, but will have been exposed to science in such a way that will leave an impression with lasting effects far beyond the