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Preceding Pages
- Looking Ahead
- Part A: Beliefs About Best Practices for Teaching and Learning Mathematics and Science
- Part B: Beyond Beliefs: The Guiding Principles
- Structure for the Discussion of Guiding Principles
- Guiding Principles
- Structure for the Discussion of Guiding Principles
- Organization for Discussion of Each Guiding Principle
- 1. Students Understand the Nature of Mathematics and Science
- 2. Students communicate effectively in mathematics and science.
- 3. Students reason effectively in mathematics and science.
- 4. Students are problem-solvers in mathematics and science.
- 5. Students understand their roles in the natural world.
Current Page
- Guiding Principle #6. Students understand historical and societal implications of mathematics and science.
- Content Standards
- A. Students understand that science and mathematics help to make sense of the world.
- B. Students can describe how the use of mathematics, science and technology has led to many changes in the world.
- C. Students can describe how mathematics and science have changed human's understanding of the universe.
- D. Students understand that discoveries often have unforeseen consequences.
- E. Students understand that access to developments in mathematics and science is varied throughout the world.
Following Pages
Study of the human record not only includes the concrete actions and events of the past but also the abstract constructs of human thought and creativity as they have changed through time (Maine's Common Core of Learning). There are many reasons for including an awareness of history in a mathematics and science framework and incorporating a knowledge of mathematics and science in the study of history. Often discoveries in science and mathematics have led to a new understanding of the universe, and these new understandings have had significant impacts on society. Developments in mathematics and science have also led to changes in the physical world and the way in which humans live.
It is important for students to realize that the efforts of a culturally, historically and physically diverse group of people generated these discoveries. For instance, consider the contributions of people such as Galileo, Madame Curie, Thomas Edison, George Washington Carver, alp; Khowarizmi, Stephen Hawking, and Sonia Kovalevskaia.
Instructional Implications Learning about historical developments in mathematics and science should be an essential part of each Maine student's education. Understanding of the processes used in mathematical and scientific investigations is enriched through study of historical examples. Edison's invention of the light bulb, for instance, illustrates that "perspiration" is at least as important for scientific discoveries as "inspiration."
Teaching scientific and mathematical concepts and processes within a historical context can help students learn more completely and in more depth, if the approach is not one of forcing students to memorize long lists of dates and events. Including an historical perspective in mathematics and science courses provides an opportunity to connect these studies to the social sciences in order to help students grasp how human understanding of the world has emerged over time.
Teaching the history of a development should occur when the students understand the historical context and the scientific concepts involved. For example, in order to comprehend the monumental impact of the shift in understanding of the structure of the solar system from the Ptolemian Model (that the Earth is at the center) to the Copernican Model (that the sun is at the center), students must have an historical understanding of the social climate surrounding scientific discovery at the time of Copernicus' proclamation and the technological inventions that were necessary before his claims could be proven.
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Content Standard A. Students understand that science and mathematics help to make sense of the world.
________________________________________________________Human beings attempt to make sense of the world in many ways, one of which is through the use of mathematics and science. All cultures have tried to understand the world around them and to quantify their perceptions. In some cases, such as the development of the technology to split an atom, innovations in mathematics and science have had profound impacts on society. In many cases, such as the search for a clean method of generating electricity, the attempt to find more efficient ways to transport people and objects, or even the exploration and acceptance of new ideas, societal norms have directed and sometimes limited developments in mathematics and science.
Performance Indicators Primary
1. Describe how legends, stories, and scientific explanations are different ways in which people attempt to explain the world. (S-M1)
2. Explore numeral systems from different societies.
Intermediate
1. Investigate and explore the role of scientists and inventors. (S-M2)
2. Explore the history of numeral systems.
3. Investigate the development of measurement systems in diverse cultures.
Middle
1. Describe the historical and ciltural conditions at the time of an invention or discovery and analyze the societal impacts of that invention. (S-M2)
2. Recognize the scientific and technological contributions of diverse people including women, different ethnic groups, races, and physically disabled. (S-M8)
Secondary
1. Examine the impact of political decisions on science and technology. (S-M1)
2. Examine the historical relationships between prevailing cultural beliefs and breakthroughs in science, mathematics, and technology (e.g., the work of Darwin, Kepler, Copernicus). (S-M5)
3. Research the life of a scientist or mathematician and explore the cultural influences upon his or her work.
4. Recognize that there are certain questions and concerns that mathematics and science cannot answer or even address.
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Snapshot On their field trip to the beach, third-graders collect and inventory beach waste. With the teacher's help, they have made a data table to record their results - how many items have been found and of what material the items are made. Students notice that a large perc`f the waste is made of human-made materials (plastic milk bottles, nylon rope, rubber tires) rather than natural materials (wood boards, cotton clothing).
After the students report their results to the class, they move into groups to make a list of benefits and problems associated with artificial materials such as plastic. In the subsequent class discussion, the teacher first asks each student to describe one benefit and one problem, and then asks students to respond to the question "Would people be better off without plastic?" A variety of viewpoints are expressed and defended.
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Content Standard B. Students can describe how the use of mathematics, science and technology has led to many changes in the world.
________________________________________________________Mathematical and scientific discoveries have changed many aspects of the world. Developments in mathematics and science have contributed to changes in agriculture, materials and manufacturing, energy sources and use, communication, information processing and medical technology. These changes have also affected the environment in which people live and the way they spend their time.
Performance Indicators Primary
1. Describe at least two inventions, what they do, how they work, and how they have made life easier. (S-M2)
Intermediate
1. Explore how technology (e.g., irrigation, transportation) has altered human settlement. (S-M3)
2. Identify naturally occurring (wool, cotton) and human made (plastic, nylon) materials.
Middle
1. Describe how inventions have changed how people do work.
2. Investigate the events that led to the discovery of microorganisms and the subsequent changes in medical practices.
3. Describe how developments in communication technology have changed the way people transmit and receive information.
Secondary
1. Describe how developments in transportation technology have affected patterns of human settlement and ecological systems in Maine.
2. Describe how knowledge of atomic physics has changed energy production, medical technology and international relationships.
3. Explore how advances in knowledge of elements and compounds have led to the manufacture of new materials.
4. Research how technological developments have affected productivity, and the resulting social consequences (class conflict, working conditions, unemployment, longevity, wealth, leisure time).
5. Investigate the relationship between technology development and natural resource use (agriculture, forestry, mineral extraction), including concepts of sustainability, competing uses and preservation of natural areas.
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Content Standard C. Students understand that mathematics and science have changed human understanding of the universe.
________________________________________________________Certain developments in science and mathematics, such as the invention of the light bulb and the discovery of penicillin, have dramatically transformed how humans live, what they understand about their world and the universe, and how they get new information.
Performance Indicators Primary
1. Explain how their lives would be different without specific inventions or scientific knowledge. (S-M5)
2. Explain how science, mathematics and technology have helped people find out more about the Earth and universe.
Intermediate
1. Describe how development of the telescope has led to a changed view of the solar system and universe. 2. Explore the Earth through physical models and maps from the past and present.
Middle
1. Demonstrate how new knowledge may lead to new understandings, which lead to new applications, which lead to new problems.
2. Use simple mathematical modeling to analyze, interpret and predict the results of experiments.
Secondary
1. Research how developments in mathematics and science led to new theories about the composition and future of the universe.
2. Explain how knowledge of fossils, geologic processes and dating techniques led to a new understanding of Earth's past.
3. Describe how modern theories about genetics, probability and Earth's age provide important evidence for the theory of evolution.
4. Explain how refinements in scientific and mathematical tools and techniques are enabling scientists and mathematicians to study phenomena and situations in ever-increasing detail.
5. Describe how new theories (e.g., special relativity) are continually arising and continue to challenge the current understanding of the universe.
6. Demonstrate how the theory of plate tectonics has enabled scientists to understand and possibly predict some natural disasters (volcanoes, earthquakes).
7. Use sophisticated mathematical modeling to analyze, interpret and predict the results of experiments.
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Snapshot Secondary students are integrating basic science and its application by investigating radioactive isotopes and how their use has impacted the world. As background the teacher has provided activities that promoted an understanding of the concepts of radioactivity, nuclear fission, nuclear fusion and the chemistry of radionucleotides.
Working in groups, students are responsible for researching one area of impact: energy production through fission and fusion, the uses of radioactive isotopes in medical technology, or the atom bomb and its effect on the international balance of power. Each group prepares a public presentation that describes the positive and negative developments and consequences of these breakthroughs.
Following the presentations, the class discusses the results of group research, engaging in a lively debate. Students then write a brief paper reflecting on the process, their role in the process, and the results of their research and discussion.
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Content Standard D. Students understand that discoveries often have unforeseen consequences.
________________________________________________________Many discoveries in science and mathematics have resulted in significant and unexpected impacts on society. These impacts have been both beneficial and detrimental, and they have sometimes created ethical dilemmas. Innovations and inventions often occur accidentally but succeed because their importance and application is at some point recognized.
The historical study of technology teaches important lessons about the impact of innovations. For instance, many believe the Industrial Revolution was, in effect, a direct result of the development of the steam engine, because steam-powered machines could do much of the work formerly done by people. As a result, the short term brought unemployment, but the long term brought more leisure time (at least initially). Therefore, the invention of the steam engine is usually interpreted as beneficial.
But the Industrial Revolution also brought some unforeseen consequences: pollution of the environment and increased consumption of non-renewable resources. Today's world, while it still reaps the benefits of the Industrial Revolution, must deal with its adverse consequences as well. This understanding that technological innovations may have immediate positive results but long-term negative effects (or vice versa) is essential for all students.
Performance Indicators Primary
1. Explore how new discoveries in mathematics and science have made life easier.
Intermediate
1. Identify a current human problem, explain how it might be solved and investigate the consequences of the solution.
Middle
1. Discuss the ethical issues surrounding a specific scientific or technological development. (S-M3)
2. Give examples of actions which may have expected or unexpected consequences that may be positive, negative, or both. (S-M6)
3. Identify an historical human problem, describe the possible solutions available at the time, explain how the problem was solved, why that particular solution was chosen, and evaluate the positive and negative effects of the solution.
Secondary
1. Evaluate the ethical use or introduction of new scientific or technological developments. (S-M3)
2. Analyze the impacts of various scientific and technological developments. (S-M4)
3. Identify a current human problem; explore what areas of science, mathematics, and technology are being used to address it; discuss the limitations of these methods and develop possible strategies to overcome these limitations.
- Describe the importance of serendipity (making significant discoveries by accident) in some specific science and mathematics innovations.
4. Describe the importance of serendipity (making significant discoveries by accident) in some specific science and mathematics innovations.
5. Compare the costs and benefits to society of a scientific development (nuclear fission, genetic engineering).
==========================================Content Standard E. Students understand that access to developments in mathematics and science is varied throughout the world.
________________________________________________________The benefits of research, development and technological advances are not shared equally within and among cultures. The extent to which mathematical and scientific understandings and developments have been used to change people and society has varied within and among cultures. This has resulted in differing access to and use of the benefits of research, development and technological advances.
Even if a scientific or mathematical discovery might be successful, societal restrictions can prevent its use. Social and economic forces strongly influence what innovations will be undertaken, paid attention to, invested in and used. For example, cultural influences on food choices greatly influence people's use of new varieties of plants.
Performance Indicators Primary
1. Recognize that people in different parts of the world have different traditions and view the world differently.
Intermediate
1. Explain how cultures have found different technological solutions to deal with similar needs or problems (e.g., construction, clothing, agricultural tools and methods). (S-M1)
2. Explain the connections between industry, natural resources, population and economic development.
Middle
1. Identify factors that have caused some countries to become leaders in science and technology. (S-M5)
2. Explain the connections between industry, natural resources, population, and economic development. (S-M7)
3. Identify a situation where an imbalance in technology between two groups affected an historical event.
4. Qualitatively and quantitatively compare how various cultures use resources, produce waste products and treat those waste products.
Secondary
1. Research issues that illustrate the effects of technological imbalances and suggest some solutions. (S-M6)