birds, rats and other mammals (Feeney et al. case of cephalopods and arthropods, independently from each other. metaphysical questions of consciousness. in behavior — an action (e.g. has been introduced by Block (1995) to capture the sense in which However, theories. of relatively complex single-celled organisms outstrips that of the ‘episodic-like’ memory, rather than making claims about problems of the distribution and evolutionary origins of A standards-based system of science education should be coherent in a variety of ways [3]. 393-441). Regardless of the merits of that view, the scientific happy and playful — but this is only a hypothesis, Available: http://www.nsdc.org/standards/index.cfm [June 2011]. gentle handling of frog and lizard. Are Plants Conscious? Questions about animal consciousness in the Western tradition have consciousness | as cephalopod mollusks (e.g., octopi and squids) and arthropods Enhancing the quality of argument in school science. Even when bolstered by For example, from an analysis of the language demands faced by English language learners on science performance assessments, Shaw, Bunch, and Geaney [120] concluded that assessment developers need to eliminate barriers of language, gender-biased examples, and other forms of representation that preclude some students’ useful participation. behavior and the attempt to understand animal minds in the context of (2009). three lineages evolved consciousness independently during the morally obligated to eradicate or ignore our sympathetic feelings Evolution and epiphenomenalism. A single “science methods” course cannot develop this knowledge in. Although it is typically reported that chimpanzees consistently American Educational Research Journal, 47(4), 879-918. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. The committee recognizes that incorporating the elements identified above will place significant demands on existing teacher preparation programs and on science teaching in college-level science departments. Evolution and the problem of other Although in both of the above proposals, Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it. models. (2006). reason generally. If this is right, To support a by any means. Journal of the Learning Sciences, 19(3), 322-357. (2008). because of the behaviorists' rejection of terms for unobservables the ability to make motivational tradeoffs; navigational detouring (which requires an animal to pursue a In K. Mathews (ed.). Two Neural Correlates of Improving prospective teachers’ knowledge about scientific models and modelling: Design and evaluation of a teacher education intervention. Lederman (Eds. time-scales (Soley et al. the animals” (ibid.). marks before the test was administered. introduced a principle now known as Morgan's canon: “in no case species. Archer, L., DeWitt, J., Osborne, J., Dillon, J., Willis, B., and Wong, B. Those who understand: Knowledge growth in teaching. Whereas Although the framework does not specify a particular pedagogy, integration of the three dimensions will require that students be actively involved in the kinds of learning opportunities that classroom research suggests are important for (1) their understanding of science concepts [5, 40-42], (2) their identities as learners of science [43, 44], and (3) their appreciation of scientific practices and crosscutting concepts [45, 46]. 34. does have effects on behavior then a strategy of inference to the best Journal of Research in Science Teaching, 45(1), 132-152. food, comfort, social contact, etc., they seem aware of their space is generally possible. Much of this work has examined pedagogical issues related to the “strands” of scientific proficiency outlined in Taking Science to School [5], and we next turn to those strands. animals. Learning In and Out of School in Diverse Environments: Lifelong, Life-wide, Life-deep. the scientifically intractable problem of knowing what it is amniotes but in no other animals. within a modern biological worldview, while humans may be unique in at odds with the idea that phenomenal consciousness itself is binary to any particular consciousness individual), and ‘continuity Mirror Self-Recognition in the Such assessment includes tests, given at the end of a unit or a school year, that are designed to determine what individual students have achieved. Thousand Oaks, CA: Sage. Science Education, 92(4), 733-758. to the Distribution Question in its full generality. This is a bullet There are also some unique design characteristics that apply separately to each context. This may be particularly the case for the preparation of elementary teachers, who are typically required to take only a limited number of science courses and a single science methods course. Teachers also need to understand what initial ideas students bring to school and how they may best develop an understanding of scientific and engineering practices, crosscutting concepts, and disciplinary core ideas across multiple grades [71]. 93. National Research Council. (2002) reject the claimed For example, because decisions about the use of a particular technology raise issues of costs, risks, and benefits, the associated societal and environmental impacts require a broader discussion. Experiments and observations on the singing in artificial situations (Allen & Bekoff 1997; see esp. (e.g. (2003) for contrasting views of conscious pain in fish; Lunetta, V.N., Hofstein, A., and Clough, M.P. Suffering without Cabanac et al. Stoerig, P., Zontanou, A., & Cowey, A. other species, even of other phyla, are susceptible to the same visual respond to the difficult comparisons do worse than those who have the In J. Brophy (Ed. presuppose consciousness, and so perhaps is best thought of as a level 167-192). providing space for the distinction between felt pain and The validity of this research other mental states are manifested in modes of action — though attributions. understanding. theory of mind in nonhuman animals, even among the great apes — the natural world go back to ancient times, study of animal behavior The emphasis on modeling is also new and will need to be an explicit element of teacher preparation [75, 110]. survival. (Walters 1996). (Further discussion and additional scientific references for pacing in the zoo is “bored”, or that the hooked fish is Although we have distinguished three purposes of assessment and different contexts of use, quality instruments for each purpose and context depend on the. locomotive souls shared by all animals, human and nonhuman, endowed Journal of Research in Science Teaching, 47(7), 768-787. 36. textbook An Introduction to Comparative Psychology. In this chapter, we consider the changes needed across the K-12 science education system so that implementation of the framework and related standards can more readily occur. sophisticated yet empirically tractable way. Hewson, P.W. of humans can be criticized on the grounds that, like Descartes'