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1. Understand the relevance of new discoveries in other sciences that will be used in life sciences.

2. Understand how ethics relates to the study of the life sciences.

3. Try and implement activities referring to the values and assumptions inherent to scientific knowledge and the development of scientific knowledge.

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Writing to learn activities promote students’ learning by improving their critical thinking skills. They also enhance students’ scientific literacy. At the end of the writing to learn activities, teachers can use the written products as an alternative measurement and assessment tool. As mentioned in earlier sections, there are various writing to learn activities such as journals, letters, lab reports, poems, diaries or stories. Therefore, each writing to learn activity can be evaluated from different perspectives with various rubrics. Rubrics are provided below with a brief explanation.

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The beginning of knowledge, the discovery of something we do not understand.

Frank Herbert, from "Dune" .

That's mine favorite sentence.

I think, Frank Herbet's words completely relate to this module.

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Hi all, My name is Mervenur, I'm a science teacher from Turkey in İstanbul. I'm master of degree student right now and also working secondary school.I am sure it will be a very enjoyable experience.Glad to have this opportunity! Please accompany with me to my learning adventure. XOX :)
M.

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Hypothesis. The concentration of sugar affects the development of yeast cells: low concentrations behave as a substrate while higher concentrations inhibit its development due to the higher osmotic ambient pressure.

Required materials: 4 test tubes, yeast, syrup of sugar, 4 balloons, water.

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I prepare 4 tubes with 10 ml of water suspension and yeast and increasing quantities of syrup.

After 2 hours in the 3 test tubes with the minimum quantity of sugar the gas production was observed.

Then the hypothesis made at the beginning has occurred

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DNA Coding strand:
ATG TCT CCT AGT CAA
DNA template strand:
TAC AGA GGA TCA GTT
mRNA codons:
AUG UCU CCU AGU CAA
tRNA Anticodons:
UAC AGA GGA UCA GUU
Amino acid sequence normal PDSTß1:
Met Ser Pro Ser Gln
Amino acid sequence mutated PDSTß1:
Met Cys Pro Ser Gln
Mutant mRNA:
AUG UGU CCU AGU CAA
Mutant DNA Coding strand:
ATG TGT CCT AGT CAA

Start codon = AUG = Methionine

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İNTRODUCTİON TO THE PHİLOSOPHY FOR CHİLDREN (P4C) METHOD

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İNTRODUCTİON TO THE PHİLOSOPHY FOR CHİLDREN (P4C) METHOD

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P4C can include the following sequence of steps:

1. Warm-up (could involve introductions or an icebreaker game)

2. Stimulus (we will use a video clip later in the module, but it can range from a newspaper article to a photograph)

3. Private reflections (thinking time on stimulus)

4. Question creation (individually developing a question related to a stimulus)

5. Question-airing (collaborating in separate groups to describe the generated questions; the most relevant question from those generated within the group can be picked by consensus)

6. Question-choosing (sorting and classifying the questions generated by all groups as philosophical or otherwise; we will use a quadrant to do this; one philosophical question is chosen by the whole class on a vote)

7. First thoughts (on the question chosen by students in the class)

8. Inquiry (students may sit in a circle and inquire on the question while the teacher acts as a facilitator)

9. Last words

10. Review and evaluation of the process/content

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Strategies to extend and develop student thinking include:

Thinking time – encourage pauses for thought or some moments of quiet meditation on a topic. Remember to provide at least 3 seconds thinking time after you have asked a question and 3 seconds thinking time after a child gives an answer.

Think—pair—share – allow individual thinking time for a question, invite discussion of the question with a partner, then open up for class discussion.

Ask follow-ups – ask students to extend or qualify what they said by asking questions that challenge their thinking, such as ’Why?’, ‘Do you agree or disagree?’, ’Can you say more?’, ’Can you give an example?’, ’Describe how you arrived at that answer’.

Withhold judgement – respond to student answers in a non-evaluative way, e.g. a positive but neutral response such as ‘Thank you’, ‘Ok’, ‘That’s interesting’, ‘A-ha’, ‘I see’.

Invite the whole group to respond – encourage a response from the whole group by saying things such as; ‘How many people agree/disagree with that point of view?’ (hands/thumbs up, down or to side). You can also ask questions such as ‘Having heard that, what questions might we ask?’

Ask for a summary – promote active listening by asking for a summary of what has been said, e.g. ‘Could you summarise Kim’s point?’, ‘Can you explain what Jane has just said?’, ‘Can you tell me the arguments so far?’

Play devil’s advocate – challenge students to give reasons for their views by presenting opposing points of view, or by asking students to be devil’s advocates, e.g., ‘Who can think of a different point of view / an argument against that?’

Invite a range of responses – model open-mindedness by inviting students to consider different viewpoints: ‘There is no single correct answer to this question. I want you to consider alternatives’.

Encourage student questioning – invite students to ask their own questions before/during and/or after discussion. ’Does anyone have a question about what has been said?’, etc.

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LETTER EXAMPLE FOR 6th GRADE ABOUT TO SCAFFOLDING SYSTEM (Turkısh)

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LETTER EXAMPLE FOR 6th GRADE ABOUT TO SCAFFOLDING SYSTEM (Turkısh)