Investigation in the Science Classroom

1. Investigation in the Science Classroom TDP 4280/7280

2. Information Seeking • Inquiries where children find out, mainly by observing what happens, for example, when eggs hatch, when water freezes, when spiders spin their webs, etc. • There is typically no attempt to change things. • For younger children, these extend experience. • For older children, these are a first step to another kind of investigation.

3. Action-Testing • These involve children doing something to change the situation being investigated. • This is often very simple, such as putting seeds on a damp paper towel to see if they germinate, etc. • Steps are taken to be sure the effects observed are the results of the change made, and not something else.

4. Pattern-Finding • These can be an extension of the first two types of investigations. • Emphasis is on making comparisons, looking for patterns, and interpreting the findings (not just what happens) • Questions are raised about whether the relationship between variables is cause-and-effect

5. How-To-Do-It Investigations • These are problems where the end product/goal is given, and the investigation concerns how to reach it. • They often border between science and technology • Often, the problem is to construct something (a bridge that will hold a certain amount of weight; a pendulum that will swing at a certain rate)

6. “Cookbook” Investigations • While these can be any of the previous types of investigations, these take the sense-making aspects of the investigation out of the lesson, providing a script of directions for students to follow to arrive at the “right answer” • This results in the activity to being “hands-on” without being “minds-on”

7. Criticisms of cookbook activities • They promote skills in following directions, but not critical thinking • The result is know beforehand • If the result is not what is expected, the student has failed • They reach a conclusion, rather than leading to further inquiry • They misrepresent the nature of science and how scientists work

8. Mis-portraying science… • Gets rid of creative element – portrays science as dry and procedural • Authoritarian- someone tells you what the “right answer” is • Implies that a complete answer to all questions is possible • No imagination involved (or needed!) • You don’t try to avoid bias– knowing the answer biases you • No respect for evidence– only matters if you get the “right answer” • Can’t really predict if you already know what happens • Science is subject to change– the outcome to a “recipe” should not! • Social values– someone else decides what is important, what to do and how (doesn’t value students ideas/interests)