Difference between revisions of "Unit One: Scientific Literacy"
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==Mini-Lecture== | ==Mini-Lecture== | ||
| + | Read the following article that addresses science literacy as it relates to connecting to students' lives by Noah Feinstein. | ||
| + | https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.20414 | ||
==Work Period== | ==Work Period== | ||
Revision as of 08:44, 28 April 2020
Return to: Go to: ETAP 623 Spring 2020 (Zhang) | Brian's Profile Page | Unit 2: Using data intensive documents
Learning Objectives
- Learners will be asked to create their own definition of scientific literacy.
- Learners will predict how data intensive documents compliment scientific literacy
Do Now
Part 1
- Using your current knowledge of science, come up with a definition of what you believe it means to be scientifically literate. Think about what it means to:
- Understand Science
- "Do Science"
- Communicate in Science
- Share ideas in science
Part 2
- Watch the following YouTube video and revisit your definition of scientific literacy. After watching the video, re-write your definition of scientific literacy and write down any questions you may have. Write your initial ideas for how data intensive documents play a role in scientific literacy.
https://www.youtube.com/watch?v=b-EsmVbIjLU
Mini-Lecture
Read the following article that addresses science literacy as it relates to connecting to students' lives by Noah Feinstein. https://onlinelibrary.wiley.com/doi/pdf/10.1002/sce.20414
