Articles Tagged with science teaching

What were the odds against that?

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Concidence, probability and asking the right question

Our chief consultant writes:

diceWe’ve all had it happen: some unexpected, unusual occurrence, and someone asks: “What were the odds against that happening?” As an exclamation, an alternative to the pedestrian, “That’s unusual,” this is fine. Language should have flexibility and the freedom of metaphor. This becomes a problem, however, when the unusual event is taken to imply unknown laws of physics or perhaps sinister forces at work.

Actually working out probabilities in any but the simplest cases can be pretty tedious, and we’re not about to get into that here. But it’s easy to make basic mistakes in setting up this kind of question (respected scientists have done so); we present two rules to help keep you out of trouble, even if you’re not going to punch any numbers into your computer.

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Mythology and cosmology

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bbcc1Our chief consultant writes:

Science is a part of our culture. It’s not just that the products of science are all around us, in our hands and in our lives; no less, the discoveries of scientists are covered in the mainstream news media (not always well) and the concepts widely known (not always accurately). It’s clear enough by comparing our world with that of other cultures, say in the particular case of astronomy. We have cosmology (the Big Bang and all that); the ancient Greeks, a series of stories about gods and Titans.

Studying humans, even as amateurs, one seeks out similarities across cultures, and so we see cosmology equated to cosmic mythology. This leads to assertions like, “Cosmology is only our way of explaining the universe to ourselves, exactly the same way other cultures use other explanations.” This is just true enough to be seriously misleading.

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A Textbook Case

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textbook and calculationsOur astronomer writes:

Now and then I come across an interview of some Nobel prize-winning (or otherwise distinguished) scientist with the inevitable question, “What got you started on your path to fame?” Almost always it was an inspiring teacher or mentor, a person who imparted a love of or excitement in doing science. Somewhere in the years between High School and Grad School, between the time when our differences were mostly potential and the time we’re on our way in a particular direction, someone lit a fire. Often there’s a quote something like, “He/She showed me that [insert science here] is more than just a set of results in a dusty textbook, but something that I really enjoyed doing.”

Similarly, in accounts of some part of the history of science it’s almost inevitable that I encounter a sentence like, “so science proceeds in sometimes a roundabout and uncertain fashion, not at all as the textbooks tell you.” Textbooks are not often held up as good examples.

The message, sometimes explicit but often implied, is that our job as teachers and scientists is to inspire and excite. Trying to impart “textbook results” is deprecated. Well, this time I am standing up for the textbook and the type of learning it represents. There is a time when it is just what we should be teaching. We need to ask the question: what are we trying to do? What is the outcome we want in our students?

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