Learning toobserveandinfer
1 like59 views
Scientists use both observation and inference in their work. Observation involves directly gathering evidence using the senses, while inference involves using logical reasoning to understand phenomena that cannot be directly observed, based on observations and prior knowledge. Young students have difficulty understanding the role of inference and often think scientists only use observation. However, with explicit instruction on the difference between observation and inference, as well as opportunities to practice these skills, students can improve their understanding of the scientific process. Teachers should provide multiple opportunities for students to observe, discuss their observations, look for patterns and make inferences to help develop their skills.
Learning toobserveandinfer
- 1. 56 Science and Children Research and tips to support science education Learning to Observe and Infer By Deborah L. Hanuscin and Meredith A. Park Rogers “I have always thought that observation is the key to science but national and state standards say to emphasize inference and explanation. But shouldn’t observation come first?” How do scientists use observation and inference? When exploring phenomena, scientists draw from many resources to gather information about what is happen- ing and develop explanations. Sometimes they gather evidence directly using their senses; other times, direct observation is not possible. For example, atoms are much too small to be seen, even with the most power- ful microscopes. Yet Rutherford proposed a model of atomic structure based on his observation that alpha particles deflected at different angles when they tried to pass through a thin layer of gold foil. His direct observa- tions alone could not fully explain what was occurring in this experiment (Abd-El-Khalick 2002). Rutherford also inferred from his prior knowledge about charges and deflection to explain that there must be something massive and tiny, deep within each atom, interfering with the passing of the alpha particles—now known as the nucleus. In science, this process of logical reasoning is referred to as inference and allows scientists to use their observations to understand a phenomenon, even when they cannot directly observe it. In what ways are observation and inference important in elementary classroom science? Studentsneedtodeveloptheseinquiryskillsatanearlyage, so that, like scientists, they can use observation and infer- ence to construct explanations for phenomena (Harlen 2001). When learning science, students cannot rely on observation alone. In elementary science students can observe many phenomena directly (e.g., an object float- ing or sinking) but not all. For example, when studying electrical circuits, students cannot see electrical current. Rather, they make inferences about the flow of current from their observations of the brightness of the bulb. As students add bulbs to a circuit in series, they observe the bulbs get dimmer but remain equally bright. From this they may infer that the current has lessened although each of the bulbs receives the same amount of current. Combining what they observed (lights equally dim) and inferred (current lessens but each bulb receives the same amount), students can generate an explanation for how resistance affects the flow of current in a circuit. What difficulties do students encounter in understanding how scientists use observation and inference? Research shows young learners often believe scientists use only observation when developing explanations, as they do not understand the importance of inference to scientific work. In a study of 23 fourth-grade students’ views of science, researchers asked how scientists use observation and inference to learn about dinosaurs (Ak- erson and Abd-El-Khalick 2005). The researchers found most students believed scientists used evidence such as bones and fossils to explain what dinosaurs looked like. However, when asked to describe how scientists determine the color of dinosaurs, students gave a variety of responses or no response at all. Findings from this study demonstrate elementary students’ difficulty in recognizing the role inference plays in helping scientists to understand natural phenomenon. Similarly, when Akerson and Volrich (2006) asked first graders how scientists knew what dinosaurs looked like, many students believed scientists had actually seen whole dinosaurs, not that scientists inferred what dino- saurs looked like based on fossil evidence. After teaching
- 2. February 2008 57 students how to observe and infer by modeling those processes in her lessons and being explicit about the role of observation and inference in science, Volrich found her students improved their understanding of the two processes and the importance of each to scientific work. For example, postinstruction, 12 of the 14 students discussed how scientists observed and compared bones to infer what dinosaurs looked like and how they lived. These students developed a better understanding of how scientists use both observations and inferences to explain science phenomena. These studies demonstrate that young children have the ability to learn the difference between observation and inference and their role in sci- ence, but teachers must be explicit about the difference between the two and their role in the development of scientific knowledge. How can I develop my elementary students’ observation and inference skills? Researchers describe the need for students to have mul- tiple opportunities and social interaction to learn about the differences between observation and inference and their role in developing scientific explanations (Harlen 2001; Simpson 2000). For example, Herrenkohl and Guerra’s (1998) examination of fourth-grade students’ science learning found an increase in student learning when a) students had opportunities to discuss in small groups and as a class what they observed and inferred; b) they saw the teacher modeling these scientific practices (i.e., observing and inferring); and c) these practices became a part of the normative practice of their science class regardless of the content. In addition, Metz (2000) found that elementary students’ science learning needs to be scaffolded around a metacognitive approach, where students are asked to think about what they know (i.e., what they can directly observe) and what they do not directly know (i.e., what they need to infer). Drawing from this research base, teachers can build a classroom environment in which students build their un- derstanding,likescientists,throughobservingandinferring. The following instructional strategies are recommended: • Giving students multiple opportunities to practice observing and discussing similarities and differ- ences they find in their observations; • Asking students challenging questions throughout their explorations to focus their attention on situa- tions where it is possible and not possible to gather data using observations; • Encouraging students to look for patterns and make generalizations from their data (i.e., inferences); and • Establishing a positive learning environment where students feel comfortable challenging one another’s claims about observations and inferences and how they were used to generate explanations. Helping children develop their skills of observation and inference in science while emphasizing the importance of each skill will also help them develop a better understand- ing of how scientists generate knowledge about the world. Deborah L. Hanuscin (hanuscind@missouri.edu), a former elementary teacher, is an assistant profes- sor of science education and physics at the University of Missouri-Columbia. Meredith A. Park Rogers (mparkrog@indiana.edu), a former elementary teacher, is an assistant professor of science education at Indiana University. References Abd-El-Khalick, F. 2002. Rutherford’s enlarged: A content- embedded activity to teach about nature of science. Physics Education 37(1): 64–68. Akerson, V.L., and F.S. Abd-El-Khalick. 2005. How should I know what scientists do?—I am just a kid: Fourth-grade students’ conceptions of nature of science. Journal of El- ementary Science Education 17(1): 1–11. Akerson, V.L., and M. Volrich. 2006. Teaching nature of sci- ence explicitly in a first-grade internship setting. Journal of Research in Science Teaching 43(4): 377–394. Harlen, W. 2001. Primary science…taking the plunge: How to teach primary science more effectively for ages 5 to 12. Ports- mouth, NH: Heinemann. Herrenkohl, L.R., and M.R. Guerra. 1998. Participant struc- tures, scientific discourse, and student engagement in fourth grade. Cognition and Instruction 16(4): 431–473. Metz,K.E.2000.Youngchildren’sinquiryinbiology:Buildingthe knowledge bases to empower independent inquiry. In Inquir- ing into inquiry learning and teaching in science, eds., J. Min- strell and E.H. van Zee, 371–404.Washington, DC: AAAS. Simpson, D. 2000. Collaborative conversations: Strategies for engaging students in productive dialogues. In Inquiring into inquiry learning and teaching in science, eds., J. Minstrell and E.H. van Zee, 176–183. Washington, DC: AAAS.