Doing Science

The key point here is whether students are 'doing' science or engaging with the important ideas of science rather than simply remembering definitions and facts.

0 Fails to provide an opportunity for students to participate in the scientific process, focusing instead on the recall of definitions and facts or the mimicking of scientific-looking procedures (like using a microscope without a scientific purpose in mind or organizing pictures without understanding the need for the organization).

1 Is capable of providing opportunities for students to participate in the scientific process but doesn't routinely do it without significant support. As a result, many activities are focused on remembering definitions and facts, rather than exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.

2 Consistently provides, with some support, opportunities for students to interpret observations and make judgments based on evidence, interact with the central ideas of the discipline in depth and engage in higher-order thinking like exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.

3 Consistently and independently provides opportunities for students to interpret observations and make judgments based on evidence, interact with the central ideas of the discipline in depth and engage in higher-order thinking like exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.

Last updated: June, 2005.

rcohen@po-box.esu.edu

0	Fails to provide an opportunity for students to participate in the scientific process, focusing instead on the recall of definitions and facts or the mimicking of scientific-looking procedures (like using a microscope without a scientific purpose in mind or organizing pictures without understanding the need for the organization).
1	Is capable of providing opportunities for students to participate in the scientific process but doesn't routinely do it without significant support. As a result, many activities are focused on remembering definitions and facts, rather than exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.
2	Consistently provides, with some support, opportunities for students to interpret observations and make judgments based on evidence, interact with the central ideas of the discipline in depth and engage in higher-order thinking like exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.
3	Consistently and independently provides opportunities for students to interpret observations and make judgments based on evidence, interact with the central ideas of the discipline in depth and engage in higher-order thinking like exploring, making models or simulations, constructing arguments, describing patterns, interpreting observations and evidence, etc.