Development of Scientific Thinking

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Development of Scientific Thinking

WS 1.1

Understand how scientific methods and theories change over time.

Examples in an exam

Give examples to show how scientific methods and theories have changed over time.

Explain, with an example, why new data from experiments or observations led to changes in models or theories.

Decide whether or not given data supports a particular theory.

WS 1.2

Use a variety of models such as

representational, spatial, descriptive,

computational and mathematical to solve

problems, make predictions and to develop

scientific explanations and understanding of

familiar and unfamiliar facts.

Examples in an exam

Recognise/draw/interpret diagrams.

Translate from data to a representation with a model.

Use models in explanations, or match features of a

model to the data from experiments or observations

that the model describes or explains.

Make predictions or calculate quantities based on

the model or show its limitations.

Give examples of ways in which a model can be

tested by observation or experiment.

WS 1.3

Appreciate the power and limitations of

science and consider any ethical issues which

may arise.

Examples in an exam

Explain why data is needed to answer scientific

questions, and why it may be uncertain, incomplete

or not available.

Outline a simple ethical argument about the rights

and wrongs of a new technology.

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WS 1.4

Explain everyday and technological

applications of science; evaluate associated

personal, social, economic and environmental

implications; and make decisions based on

the evaluation of evidence and arguments.

Examples in an exam

Describe and explain specified examples of the

technological applications of science.

Describe and evaluate, with the help of data,

methods that can be used to tackle problems

caused by human impacts on the environment.

WS 1.5

Evaluate risks both in practical science

and the wider societal context, including

perception of risk in relation to data and

consequences.

Examples in an exam

Give examples to show that there are hazards

associated with science-based technologies which

have to be considered alongside the benefits.

Suggest reasons why the perception of risk is often

very different from the measured risk (eg voluntary vs

imposed risks, familiar vs unfamiliar risks, visible vs

invisible hazards).

WS 1.6

Recognise the importance of peer review of

results and of communicating results to a

range of audiences.

Examples in an exam

Explain that the process of peer review helps to

detect false claims and to establish a consensus

about which claims should be regarded as valid.

Explain that reports of scientific developments in the

popular media are not subject to peer review and

may be oversimplified, inaccurate or biased.