Michael Shermer - Science Talk 2008
Teaching notes
In this resource there are as series of videos that would be useful to identify how science works and the difference between science and pseudoscience. It covers some interesting parts of the Stage 5 syllabus which may be difficult to teach. These deal with the rejection and acceptance of models and theories in science, the nature and practice of science as well as applications of science. Michael Shermer uses examples such as dowsing and the body of Bigfoot to show how real science is done.
Students ask Michael questions ranging from how his career lead him to be here in Australia for Science Week, to questions about evolution, Darwin and the origin of morality.
Teachers may find it useful to combine this resource with others listed in the Resources section to extend students’ learning based on outcomes from Stages 4 and 5 of the NSW Board of Studies Science syllabus and Stage 6 Biology Syllabus. The syllabuses can be found at: www.boardofstudies.nsw.edu.au
Science
Syllabus outcomes Stage 5
Prescribed focus areas
4/5.1 the history of science
c) describe some models and theories that have been considered in science and then been modified or rejected as a result of available evidence
d) discuss examples where societal, religious or ethical values have had an impact on scientific developments
4/5.2 the nature and practice of science
c) apply scientific processes to test the validity of ideas and theories
d) describe how an idea can gain acceptance in the scientific community as either theory or law
e) use examples which show that scientists isolate a set of observations, identify trends and patterns and construct hypotheses or models to explain these
g) identify that the nature of observations made depends upon the understanding that the observer brings to the situation.
4/5.3 the applications and uses of science
c) identify and describe examples where technological advances have impacted on science
4/5.4 the implications of science for society and the environment
a) discuss viewpoints about some issues with a major scientific component
b) give examples to show that different societal groups may use or weight criteria differently to make a decision about an issue involving a major scientific component
d) analyse reasons why different cultures or groups within a society, including Aboriginal people, may have different views in relation to scientific issues
e) discuss the place of social and ethical considerations in scientific practice and in applications of science.
4/5.5 current issues, research and developments in science
b) evaluate the potential impact of some issues raised in the mass media that require some scientific understanding
c) identify scientific skills that can be useful in a broad range of careers
d) identify possible career paths in science.
Essential content
5.8.3 the theory of evolution and natural selection
a) discuss evidence that present-day organisms have evolved from organisms in the distant past
b) relate natural selection to the theory of evolution.
Syllabus outcomes Stage 6 Biology
Blueprint of life
9.3.1
Evidence of evolution suggests that the mechanisms of inheritance, accompanied by selection, allow change over many generations
- analyse information from secondary sources on the historical development of theories of evolution and use available evidence to assess social and political influences on these developments
Quality teaching
This resource provides opportunities to incorporate the following elements of Quality teaching in NSW public schools by:
- giving students an opportunity to discover the nature and practice of science including using the null hypothesis and statistical relevance (Deep knowledge, Metalanguage, Knowledge integration)
- highlighting the dynamic nature of scientific research looking at illusions and working out how they are performed (Problematic knowledge, Higher-order thinking)
- students learn the difference between science and pseudoscience (Connectedness, Deep understanding, Higher-order thinking)
- stimulating thought about what inspires people to become scientists (Connectedness, Problematic knowledge).