Skip to main content

View Diary: This week in science: Rain falls in Colorado and ignorance pours in Texas (35 comments)

Comment Preferences

  •  who uses textbook (0+ / 0-)

    If you district does, ask them why they are wasting money.  Why are they spending money on a 50's technology.  I will tell you why, because it allows crackpots to control part of the process and permits huge kickbacks to the chosen few.

    Here is what is real, what the kids must know about biology, legally, and what they can and will be tested on.

    (2)  Scientific processes. The student uses scientific methods and equipment during laboratory and field investigations. The student is expected to:

    (A)  know the definition of science and understand that it has limitations, as specified in subsection (b)(2) of this section;

    (B)  know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power which have been tested over a wide variety of conditions are incorporated into theories;

    (C)  know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well-established and highly-reliable explanations, but they may be subject to change as new areas of science and new technologies are developed;

    (D)  distinguish between scientific hypotheses and scientific theories;

    (E)  plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology;

    (F)  collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as calculators, spreadsheet software, data-collecting probes, computers, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, electronic balances, gel electrophoresis apparatuses, micropipettors, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, cameras, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures;

    (G)  analyze, evaluate, make inferences, and predict trends from data; and

    (H)  communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports

    (3)  Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to:

    (A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

    (B)  communicate and apply scientific information extracted from various sources such as current events, news reports, published journal articles, and marketing materials;

    (C)  draw inferences based on data related to promotional materials for products and services;

    (D)  evaluate the impact of scientific research on society and the environment;

    (E)  evaluate models according to their limitations in representing biological objects or events; and

    (F)  research and describe the history of biology and contributions of scientists.

    (7)  Science concepts. The student knows evolutionary theory is a scientific explanation for the unity and diversity of life. The student is expected to:

    (A)  analyze and evaluate how evidence of common ancestry among groups is provided by the fossil record, biogeography, and homologies, including anatomical, molecular, and developmental;

    (B)  analyze and evaluate scientific explanations concerning any data of sudden appearance, stasis, and sequential nature of groups in the fossil record;

    (C)  analyze and evaluate how natural selection produces change in populations, not individuals;

    (D)  analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success;

    (E)  analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species;

    (F)  analyze and evaluate the effects of other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination; and

    (G)  analyze and evaluate scientific explanations concerning the complexity of the cell.

    No matter what the nutters want to teach, this is what must be taught.  The only thing the nutters have been able to get into our TEKS is the idea that science has significant limitation, which is true, and some teachers may use that as a wedge to teach stuff outside of science.  However, I have never seen that tested.  The last bit about evaluating scientific explanations is overall a good thing, but again can be used for evil.

    Serious amount of taxpayer dollars, as indicated by the process section, is being spent to train teachers to teach science as a process and technique for learning, rather than just bits of trivia such as unrelated formula or names.  This encourages student to go out and observe, make hypothesis, and discover things king of in the way a scientist does.  This is a highly controversial and subversive idea, as it totally does away with the a priori philosophy that is the touchstone and cornerstone of all religious nutters.

    If kids are copying from a textbook, learning primarily form a textbook, or simply answering questions at the back of a textbook and not using inquiry, then the religious fundamentalists are winning.

    And yes I know, colleges have textbooks, but with the free high quality science textbooks online, they are no longer limited to one.

Subscribe or Donate to support Daily Kos.

Click here for the mobile view of the site