Difference between revisions of "Unit One: Scientific Literacy"

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<u>Go to</u>: [[ETAP 623 Spring 2020 (Zhang)]] | [[Brian Desrochers|Brian's Profile Page]] | [[Unit 2: Using data intensive documents]]
 
<u>Go to</u>: [[ETAP 623 Spring 2020 (Zhang)]] | [[Brian Desrochers|Brian's Profile Page]] | [[Unit 2: Using data intensive documents]]
  
 
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==Learning Objectives==
 
==Learning Objectives==

Revision as of 07:52, 28 April 2020

Return to: Go to: ETAP 623 Spring 2020 (Zhang) | Brian's Profile Page | Unit 2: Using data intensive documents

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Learning Objectives

  1. Learners will be asked to create their own definition of scientific literacy.
  2. 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:
  1. Understand Science
  2. "Do Science"
  3. Communicate in Science
  4. 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

Work Period

Summary/Conclusion

References