Difference between revisions of "Unit One: Scientific Literacy"

From KNILT
Line 2: Line 2:
 
<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]]
  
[[|400px|thumb|right]]
+
 
  
 
==Learning Objectives==
 
==Learning Objectives==

Revision as of 07:55, 28 April 2020

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


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