Std-9 G Arabic -Gujarati Medium
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Textbook Name: Std- 9 Arabic -Gujarati Medium Textbook
Language: Arabic
Class: Standard - 09
Published by: Gujarat State Board of School Textbooks (GSSTB)
Download Mode and Format: Online Mode and PDF Format File
Official Website: gujarat-education.gov.in/textbook/
Std-9 G Arabic -Gujarati Medium Textbook
Conclude by making explicit the two main points: a) the difference between observation and inference, and b) based on the Same set of evidence many equally warranted answers to the same question can be inferred. Continue that scientists make similar inferences as they attempt to derive answers to questions about natural phenomena. And even though their answers are consistent with the evidence available to them, no single answer (or story) may solely account for that evidence.
Class-9 G Arabic -Gujarati Medium Textbook
Several answers are often plausible. And similar to the case of our tracks, scientists may simply never find the answer as to what has really happened. Alternatively, this activity can be presented in an inductive manner. You can show students Figures 1,2 and 3 respectively, each time asking them to make observations and draw inferences as to what might have happened. Thus, as you proceed, students would be provided with additional data or evidence that they need to incorporate into their accounts.
9th Class Arabic -Gujarati Medium Textbook
Upper middle and high school extensions: Half way through the activity, encourage the student to rule out those inferences that seem to be inconsistent with the observations. For example that the tracks were caused by a car! Or a fish! Take all student responses seriously even if they were meant to be humorous. It is important to convey the idea, and then to explicitly explain, that inferences must be consistent with the evidence. Even though a certain collection of evidence may equally justify several inferences, not all inferences can be based on that evidence.
GSEB Std-9 Arabic -Gujarati Medium Textbook
Eventually, scientific knowledge should be based on and consistent with empirical evidence. Another possibility to pursue in the scenario with older students is the time frame. What guarantees, or what evidence do we have that both sets of marks were made at the same time. It could equally well be that each animal made its tracks at a different time, and that both were never actually present in the same place at the same time.
