SACE SHE task: Just because we can transplant a human head, should we?

SACE Science as a human endeavour folio task – BITL questions

Just because we can transplant a human head, should we?

Investigating this question through the SHE key concept:

Influence 
• Advances in scientific understanding in one field can influence and be influenced by other areas of science, technology, engineering, and mathematics. 
• The acceptance and use of scientific knowledge can be influenced by social, economic, cultural, and ethical considerations. 

• How might the advances from scientific understanding in neuroscience influence other areas of science, technology and engineering?

• Just because we can do this science should we?
• What ethical considerations might need to be considered with this scientific investigation? 

• Is the ethics/ ethical laws for this science investigation the same or different in other countries? How might the hypothesis change as a result of the ethical issues if the investigation was carried out in Australia?

• Scientists' values and beliefs are influenced by the larger culture in which they live. How might such personal views influence the questions they choose to pursue and how they investigate those questions?

• Is this scientific research focused on an issue with the potential to help meet societal needs or for economic reasons? How might these influence the scientific knowledge being accepted?

• Who decides what is valued to investigate?

https://au.news.yahoo.com/head-head-mad-scientist-behind-worlds-first-human-head-transplant-133408179.html

http://www.iflscience.com/health-and-medicine/human-head-transplant/

https://www.cnbc.com/2018/05/15/two-surgeons-in-china-developing-a-method-to-transplant-a-human-head.html

 #scienceasahumanendeavour #BITL #australiancurriculum  #science #ethics

STEM Learning Problem and Inquiry based learning pedagogies

 STEM Learning

Problem based and Inquiry based Learning

Challenge based learning, project based learning, problem based learning and inquiry based learning are some of the different processes that are described within the vast body of literature on teaching STEM. Each process provides a different way for learners to experience, explore and construct their understanding of STEM and the disciplines it embodies. 

The problem based learning process (PBL) and inquiry based learning process (IBL) brings these frameworks to life by facilitating learners to construct their own understanding in real-world contexts. 

Both the problem based learning process and inquiry process shift learning from surface to deep learning of STEM knowledge, understandings, skills and thinking.

In problem based learning learners are challenged to define or find a problem to solve. The emphasis of the learning is on the process and thinking, and not the final product, solution or idea.

Inquiry based learning in STEM refers to the scientific and mathematical systematic process of inquiry. A phenomenon is noticed or wondered about and from these observations learners pose a question to investigate and design a fair test to determine their product, solution or idea, informing their explanation.

The intentional focus on “intellectual stretch for all” in STEM learning design illustrated in these processes develops learner resilience in the face of unfamiliar and non-routine problems and contexts. 
These processes foster metacognition and engagement in productive struggle that develops a deep understanding of STEM concepts and skills as well as learning expertise.

Science as a Human Endeavour SACE assessment BIOSECURITY example

Science as a Human Endeavour SACE assessment EXAMPLE

South Australia is the only Australian mainland state that is free of fruit fly. The prevention, detection and eradication of fruit fly is managed by biosecurity. Biosecurity SA has constructed a $3.8 million Sterile Insect Technology (SIT) facility in Port Augusta to help combat the threat of fruit fly.   
                          

link to more information (http://pir.sa.gov.au/biosecurity/fruit_fly/what_we_do)

Senior Science BITL questions:

·       How might the development of biosecurity impact on South Australia socially, economically and culturally?

·       What ethical considerations might need to be considered if biosecurity is introduced for this scientific knowledge of fruit flies and the control of other species? 

·       How might biosecurity of fruit flies be beneficial for society? Could it be harmful for society?

·       Can you think of any unintended consequences for how this scientific knowledge might be used?

·       How might this scientific knowledge be used to evaluate projected economic, social and environmental impacts?

·       How might this scientific knowledge be used to design action for sustainability and provide opportunities for innovation? 

·       How might this scientific knowledge be used to inform the monitoring, assessment and evaluation of risk? 

·       How do scientists offer reliable and valid explanations?

·       How does scientific knowledge enable scientists to make reliable predictions?

·       How can scientists communicate the uncertainty of the data available while still being supporting the public with debate over an issue? How can scientists support the interpretation of the data to the public to reduce it being open to question?

Key concept of Science as a Human Endeavour used in this example:

Application and Limitation

·       Scientific knowledge, understanding, and inquiry can enable scientists to develop solutions, make discoveries, design action for sustainability, evaluate economic, social, and environmental impacts, offer valid explanations, and make reliable predictions.

·       The use of scientific knowledge may have beneficial or unexpected consequences; this requires monitoring, assessment, and evaluation of risk, and provides opportunities for innovation.

·       Science informs public debate and is in turn influenced by public debate; at times, there may be complex, unanticipated variables or insufficient data that may limit possible conclusions.