Know, Use, and Interpret Scientific Explanations of the Natural World
Knowing, using, and interpreting scientific explanations encompasses learning the facts, concepts, principles, laws, theories, and models of science. As the National Science Education Standards state (National Research Council, 1996, p. 23):
Understanding science requires that an individual integrate a complex structure of many types of knowledge, including the ideas of science, relationships between ideas, reasons for these relationships, ways to use the ideas to explain and predict other natural phenomena, and ways to apply them to many events.
Understanding natural systems requires knowledge of conceptually central ideas and facts integrated in well-structured knowledge systems, that is, factsintegrated and articulated into highly developed and well-established theories.
In the science-as-practice framework, we emphasize that these theories or models the “big ideas” or powerful explanatory models of scienceare what enable learners to construct explanations about natural phenomena, including novel cases not exactly like those previously experienced. This strand stresses acquiring facts, building organized and meaningful conceptual structures that incorporate these facts, and employing these conceptual structures during the interpretation, construction, and refinement of explanations, arguments, or models.
Copyright © National Academy of Sciences. All rights reserved.
Knowing, using, and interpreting scientific explanations encompasses learning the facts, concepts, principles, laws, theories, and models of science. As the National Science Education Standards state (National Research Council, 1996, p. 23):
Understanding science requires that an individual integrate a complex structure of many types of knowledge, including the ideas of science, relationships between ideas, reasons for these relationships, ways to use the ideas to explain and predict other natural phenomena, and ways to apply them to many events.
Understanding natural systems requires knowledge of conceptually central ideas and facts integrated in well-structured knowledge systems, that is, factsintegrated and articulated into highly developed and well-established theories.
In the science-as-practice framework, we emphasize that these theories or models the “big ideas” or powerful explanatory models of scienceare what enable learners to construct explanations about natural phenomena, including novel cases not exactly like those previously experienced. This strand stresses acquiring facts, building organized and meaningful conceptual structures that incorporate these facts, and employing these conceptual structures during the interpretation, construction, and refinement of explanations, arguments, or models.
Copyright © National Academy of Sciences. All rights reserved.
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