What's What

It is impossible for language used in the classroom to not convey a view of the nature(s) of science. If there are a lot of "is" and "are" statements, then students learn that science produces knowledge that is certain (not unlike an absolute truth). For example, "the number of valence electrons in a carbon atom is four", and "the DNA structure is held together by hydrogen bonding". These kinds of statements do not provide information about the nature or origin of the knowledge presented.

Try "according to the Bohr model of the atom, ... " and "due to the x-ray analysis of crystals we are fairly certain that the ... ". The origin of the knowledge cannot always be stated but providing a few qualifying phrases during a lesson can more accurately convey a modern view of science.

The CRYSTAL Alberta Outreach website has classroom resources to support the above appeal for the use of natures of science (NoS) language in the classroom (and on worksheets and tests). The CRYSTAL downloadable resources include a learning resource (describing the use of natures of science language) and a formative evaluation resource to test student understanding of the concept. These assessment items may also be used singularly on quizzes and exams.

See CRYSTAL Alberta Outreach NoS language resources.

It may take a few years of increasing awareness, understanding and action to implement the use of NoS language in the classroom in, for example:

• teacher talk
• teacher created resources
• teacher created assessments
• student talk
• student laboratory reports

Another awareness exercise is to listen carefully for NoS language during lectures presented by scientists; for example, at conferences and conventions. Try the exercise of dividing your notes page in vertically in half. Write science concept notes on the left and NoS language use in the right-hand column. Teachers who have done this have exclaimed: "I will never be able to listen to a lecture in the same way again."