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Science is a way of discovering what.docx - Slide 1 Science...

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Slide 1Science isa way of discovering what’s in the universe and how everything as a system moldstogether to work in harmony with each other. Consisting of two things; a body of knowledgeand the process by which that knowledge is produced provides us with a way of thinking andknowing about the world. It is a process in which scientists ensure that they are alwaysbuilding knowledge and making predictions about the world in ways which are examinable.Different scientific disciplines typically use different methods and approaches to investigatethe natural world. Hence, when faced with two unique research topics in the form of earthscience through sun calculations and biological sciences through E.coli growth, it can be seenthat both experiments require different processes to achieve the required results.The Nature of Scientific Knowledge | Process of Science | VisionlearningNature of science slide 2Nature of science (NOS) is a critical component of scientific literacy that enhances students’understandings of science concepts and enables them to make informed decisions aboutscientifically based personal and societal issues. NOS is derived not only from the eightscience practices delineated in the2012Framework for K–12 Science Education. Additionallydecades of research has been done gatering supporting edivence of the various forms ofsystematic gathering of information. This is done through indirect and direct observations ofthe natural world and the testing ofby the numerous research methods used in science,such as descriptive, correlational, and investigational designs. All science educators andthose involved with science teaching and learning should have a shared accurate view ofnature of scientific knowledge, and recognize that NOS should be taught explicitly alongsidescience and engineering practices, disciplinary core ideas, and crosscutting concepts.Slide 3Following on we then created an outcome on both experiments by understandinghow the scientific knowledge was created and the role we played in the experiments.As we've covered before, our research question for Experiment A is "What is theeffectiveness of naturally sourced ingredients in comparison to store bought additives whenrelated to the growth of E.coli.?" and our research question for Experiment B is "Has the riskof sun damage increased between 2016 and 2020?". With a quick look at these questions,we can see that both are set up to be a comparison between two sets of data. However,these sets of data are nearly completely different. Firstly, one set of data is qualitative whilethe other is quantitative. More specifically, due to deciding to treat Experiment A as more ofa proof of concept over a true experiment on our research question, the data from thatexperiment is comparison of exclusion zones and if one type is larger than the other, henceit is ordinal qualitative data. On the other hand, Experiment B consisted of large amounts ofcontinuous quantitative data so that comprehensive graphs and analysis could be made.

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