Investigating the Nature of Science

Posted by David Wetzel

Nature of Science

Students need opportunities to experience the Nature of Science experiences that replicate the way scientists search for answers to scientific questions.

There is no one scientific method process used by every scientist.

The Scientific Method, as taught in schools, is a false process and a oversimplification of the way scientists actually work, along with missing the point of how to conduct scientific investigations.

A real understanding of the Nature of Science comes from student personal experience, using simple problem-solving processes that can be discussed and analyzed.

Using the Nature of Science as process for investigating problems helps eliminate many common misconceptions students have about science facts.

For example:

Students move away from the misconception that there is only one answer to any scientific investigation.

Which students internalize from working on “canned labs” found in textbooks that also perpetuate the myth of the Scientific Method as the only process for solving science problems.

Scientific Process Principle Concept

Scientific knowledge is fundamentally uncertain.

Related Concepts

• Science is uncertain because it is a human activity.
• Science explanations seem less certain when they are based on indirect information.
• Scientific uncertainty can be reduced through collaboration.

Scientific Investigation

Students use the Science Process Skills as they complete this investigation into the Nature of Science.

Mystery Boxes

Materials:

• Small Boxes – enough boxes to make four different sets and each box set should be the same shape, size, and color. (cardboard jewelry or gift boxes work well).
• Marbles
• Glue
• Scissors
• Cardstock or Cardboard for making partitions in each box

Preliminary Steps:

1. Prepare 4 sets of sealed boxes – each set should have enough boxes so that each student group gets a one box from the set. (for example: 6 student groups = each set will have 6 boxes)
2. For each box – glue 2 partitions exactly the same way and place a marble in the same location.

Procedures:

1. Place students in groups.
2. Give each group box from each set
3. Tell the students that each box has a marble and they need to determine the location of the marble in each box.
4. Give students time to investigate their boxes (about 5 minutes). Do not answer their questions; let them develop their own questions.
5. Ask student groups to share their findings.
6. Record each groups findings on the board or a piece of newsprint for each group.
7. Ask each group to make a drawing or drawings of where they think the marble is in each box and share with the class.
8. Ask the class to look a the findings for each group and see if there are nay patterns or similarities they can use to find the location of the marbles.
9. Ask each group to write down the process they used to find the location of the marbles. Then have each group share their process with the class.

Student Actions:

They will probably:

• determine that all boxes of the same color will have the marbles in the same location and each colored box is different from the others.
• try to justify what they did, which enhances the discussion.
• ask about the correctness of their reports, in the form of ‘did we get it right?’
• admit to uncertainties about indirect information (something they couldn’t see).
• indicate that they expect confirmation of their answers from teachers.
• recognize a clear statement of the problem, hypotheses (possible inner configurations), experimental testing (tilting, wile listening, feeling for movements), reporting/publishing (showing diagram on board), etc.

The students have now experienced the Nature of Science, along with uncertainty of what they are observing, which can be reduced through collaboration. Also, that indirect information compounds the uncertainty.

Finally – if the students did not discover the right answer then share the location of the marble in each box with them.

Any comments, suggestions, or other examples of the Nature of Science scientific investigations?

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Science Case Studies and Problem Based Learning

20 Questions to Ask Students in Science Projects