Pfc102R

QUESTION 1

1.1 A scientific theory is an explanation of empirical data, and not a fact. These explanations are drawn from observed and quantified data and are usually a matter of the most probable theory. These explanations/conclusions are based on available data. Scientific theories are scientists’ “means of trying observed facts together, and the best theories are those which achieve this objective with the least number of inconsistencies” (Gitt 1997:23).

Newton’s theory of gravity, the theory of magnetism, the kinetic-molecular theory and Mendel’s theory are all examples of scientific theories.

1.2 A theory can be accepted as valid if it can be experimentally verified and applied technologically. Example, the theory of aerodynamics is valid because its application resulted in manned flight. Valid theories describe and therefore correspond with the way the natural world really is. Scientific theories are provisional and must be modified or discarded if found to be in conflict with subsequent observations.

A good theory is, in fact, a theory that could very easily be falsified; when it survives all open criticism and tests, such a theory can be accepted as valid. [2010, UNISA, Teaching Natural Science, Only study guide for PST202G, Prof I H Horn.]

1.3 These theories, such as evolution, should not be taught as facts because the date they are based on can be interpreted in a logically different way. Each interpretation depends on the scientists’ presupposition. The scientists’ predisposition determines the way data’s and facts are interpreted. If the presuppositions of scientists’ differ then their interpretations of the evidence will also differ.

We are not teaching children independent, critical thinking if we teach them speculative theories such as evolution, as hard facts. Instead we are teaching them to accept, without question, other people’s opinions.

QUESTION 2

-Natural science education provides experiences that can lead to the development of...