At the end of the school year, there are certain conceptual understandings that we want our students to have. Achieving these learning goals lays the groundwork for more sophisticated understandings as students proceed through their learning experiences. Furthermore, developing instruction around particular learning goals can increase the effectiveness of instruction by helping instructors focus on what they really want students to understand. The Understanding Science Conceptual Framework is an effective tool for identifying a sequence of age-appropriate conceptual understandings (K-16) to guide your teaching. See the complete conceptual framework for all grade levels.

The Framework is divided into six strands:
What is science | How science works | Hypotheses and theories | The social side of science | What has science done for you lately | A scientific approach to life

What is science: concepts for 6-8

Science is both a body of knowledge and the process for building that knowledge. Science aims to build explanations of the natural world. Science deals with the natural world and natural explanations. Science works only with testable ideas. Scientists strive to test their ideas with evidence from the natural world; a hallmark of science is exposing ideas to testing. Scientific knowledge is open to question and revision as new ideas surface and new evidence is discovered. Scientific ideas cannot be absolutely proven. Because it has been tested, scientific knowledge is reliable. Science is ongoing; answering one scientific question frequently leads to additional questions to be investigated.

The real process of science is complex, iterative, and can take many different paths. The process of science involves observation, exploration, testing, communication, and application. Scientific observations can be made directly with our own senses or may be made indirectly through the use of tools. Scientists test their ideas by predicting what they would expect to observe if their idea were true and then seeing if that prediction is correct. Scientists can test ideas about events and processes long past, very distant, and not directly observable. Scientists test their ideas using multiple lines of evidence. Scientists often try to generate multiple explanations for what they observe. Scientists use multiple research methods (experiments, observations, comparisons, and modeling) to collect evidence. Scientists look for patterns in their observations and data. Raw data must be analyzed and interpreted before we can tell whether a scientific idea is likely to be accurate or inaccurate. Scientists try to be objective and work to identify and avoid bias. Different scientists may interpret the same data in different ways. Scientists aim for their studies to be replicable.

Hypotheses are potential explanations for what we observe in the natural world. Hypotheses are usually inspired and informed by previous research and/or observations. They are not guesses. Accepted scientific theories are not tenuous; they must survive rigorous testing and be supported by multiple lines of evidence to be accepted.

Science depends on communication within the scientific community. Scientists usually work collaboratively. Scientists check each other's work, often through peer review. The scientific community is global and diverse. Anyone can participate in science. Scientists are creative.

Science contributes to many different sorts of new technologies. Advances in science often drive technological innovations, which may, in turn, contribute to new scientific discoveries. Scientific knowledge and research have led to many medical advances. Scientific knowledge helps us make decisions that affect our lives every day. Scientific knowledge informs public policies and regulations that promote our health, safety, and environmental stewardship.

Problem-solving and decision-making benefit from a scientific approach.

Introducing the Science Flowchart

Modifying your current lessons

		Guide to Understanding Science 101 Conceptual framework Teaching tools Resource database Tips and strategies Correcting misconceptions Misconceptions about teaching Educational research Add your suggestions!