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I "teach" the scientific method all year -- with every lab
we do! However, to start, I give them something fun, like paper airplanes
or paper helicopters. I have them make, say, a helicopter and drop it. Then
we start to talk about what might affect the number of twirls. We come up
with a list of possible variables -- then I introduce the word "variable".
Finally, we choose one and write our question: "How would ______ (size?
material? whatever they chose) affect the number of twirls of a paper helicopter?"
Then each student writes a hypothesis. Then we look back at our list of
possible variables and begin to create our procedure, noting what we need
to be careful of. (At this point we talk about the original helicopter being
the "control".) If material is our independent variable, then
we need to make sure that all the other things on our list are the same
- size, height of drop, etc. The students usually come up with tons of things
to be careful of!
Next, (usually this is their homework) each student must design an experiment
to test the hypothesis. By the time we get to this, they have enough background
to do a pretty good job. The next day, we discuss and refine the procedure
until we all have the same one. Then they copy a data chart I put on the
overhead and begin to do the experiment. (Later, when they are good at this,
I often let them each do their own procedure, even if it's different --
as long as it's valid. However, if we're going to put our data together
to analyse they all have to be doing the same thing.)
After they have conducted the experiment, we have a lesson in data analysis
-- mean, median, and mode and graphing. Then they analyse their data. Finally,
we write the conclusion. My "conclusions" are summaries of what
happened and must include the question, hypothesis, was it supported?, results,
why do you think it turned out this way? (the part they resist the
most! :-), what problems did you have and how did you overcome them? (or
how could this procedure be improved?), and what is at least one question
that your answer leads you to ask?
AS you can imagine, this takes roughly a week of classwork the first time
we do it. After the first few times it takes less because they know the
routine, how to make a graph, etc. Then, I try to do at least two of these
types of experiments a quarter (fitting the question to whatever unit we're
on.) For example, when doing states of matter we test different liquids
for viscosity and go through the whole procedure, when doing chemistry we
might ask how temperature affects the rate of reaction. Almost any lab can
be put in to this format. I like it because, since the students come up
with the procedure themselves I know they understand it. (Of course we do
more hands on stuff than this, but I can only grade a few of these "
full fledged labs" per quarter!:-)
I have an "experimental check list" that I give them showing what
they need to turn in at the end and how many points each is worth. (Question
- 5pts, Hypothesis - 5 pts, etc.) For the procedure, graph, conclusion,
I break it down: axes labled - 2 pts, Title - 2 pts, etc. I hand these out
before they turn in their labs and they attach them to the top. It makes
it easy for the kids to see what they need and makes it easy for me to grade
fairly.
By the end of the year, my kids may not know much else, but they KNOW the
scientific method, how to make a graph, how to write a conclusion, etc.
:-)
Sorry this is so long! Hope it helps.
Sally McCombs
LEAP Academy
Winston-Salem, NC
SOME OTHER COMMENTARY ON THE TOPIC:
Hi Kim,
I too teach the Scientific Method with every lab we do. I focus in on
different aspects of the method in different labs. For example, when I'm
teaching research/bibliography, then the students get a lesson on citing
sources and they have to find at least 3, but usually the research component
takes up much less of our time. Similarly, if the focus is on data, then
a
lesson and various designs are utilized to display and interpret results
and
other parts are touched on, but not given as much focus.
My first lab is usually an observation lab. In grade 7 I do Oobleck or
Dancing Corn which sounds similar to the 7Up activity which others have
described. In these labs I'm trying to hook the kids and get them to begin
making full observations in complete sentences. After the first couple of
weeks we dig in to the Scientific Method.
I have another question I'd like to pose. How do you get your students
to understand that the process "really" begins with a problem
followed by
research which leads to an hypothesis? I still have many students who
really have an hypothesis and only do the research to appease me. Is this
a
problem in other schools? Bye, Deb
Deb,
I guess when I posted my question I should have asked you!!! This is
exactly why I asked what others do with their approach to the scientific
method. The students seem to just be going through the paces and I am
not sure that they quite understand the concept. Thanks for making the
statement. Hopefully we will get some good responses.
Kim
Marilynn Edwards wrote:
> I start scientific method with observations. First one is raisins in
7
> up. Second activity is observing an individually wrapped life saver.
> (record setting observations = 38! Then I do inference (items in a
> sock) The next lab we do, the students make the purpose and hypothesis.
> Then I add collection of observation in a data table. We don't get
to
> conclusion writing until near Christmas. This has worked the best of
any
> system I've tried.
> marilynn/indiana educator
Adelina Zottola wrote:
> Can you be more specific-- what exactly do you do with raisins in 7up??
> How do you observe a wrapped life saver?? Thanks . . . amz
Marilynn Edwards wrote:
The raisins sink to the bottom. When enough bubbles of CO2 collect on
the surface, they float to the top. As the CO2 combines with the air
and the bubbles break, the raisins sink. They will turn side to side
depending where the bubbles are. Obviously, the raisins get lighter and
fatter through time.
Individually wrapped life savers--what do they SEE (no tasting allowed,
until the last 10 minutes then I announce they may open the
wrapper. As I circulate the room, I point out phrases about the life
saver that are not observations, i.e., tastes good (done before they are
allowed to taste it). Extra credit for the most observations per class.
Thoughts on Teaching the Scientific Method:
Some Practical (outside presenters, projects) and Some Philosophical
I have been reading the discussion on teaching the scientific method as
I
prepare to teach undergraduates a course on lesson designs. I know that
many
lesson models are on the scientific process and these will be or great concern
to those who will be teaching science. Several points I have learned come
to
mind.
1. Are we getting to the real question about what we are teaching here.
The
Method is not locked in stone. When we teach skills we teach them in small
steps to be mastered. After mastery we go to the next step and master it.
Eventually we accomplish the entire big task. Problem: Some of our students
already have mastered some of the steps. Perhaps we need to face this fact
with the students and ask them to be patient so that as teachers we can
be
certain that all students have mastered each step. Some lessons will take
longer for some students than others. ( Wouldn't it be great if we could
individualize each students assignment for their individual need? Dream
on.
) An alternative for teacher sanity: Perhaps we should explain this to the
students before we begin rather than have them guessing what we as teachers
are doing "for them" or "to them." The real end goal
is that students can
work successfully on a research problems designing it, testing it etc. Many
students think that they are the subject of a game that adults play and
so
they play games with us as we try to teach them. This is poor communications
between teachers and students. It is worth a try even if it only stops some
of the students from playing the game and gets them to take seriously what
we,
as teachers, are doing.
2. Invite into your classroom several members of the community that use
the
scientific method in their work and have them explain to the students the
real
world process of how they work. (Anyone working with environmental problems
will work another good choice is a meteorologist is another good one because
they have so many obvious errors related to unexplained variables or changes
in variables that can not be controlled.) Make the real world connection
between the classroom and life and work in this way. Ask the presenter to
explain how learning the steps of the scientific method help them to become
better at their job and also some errors they have made in problem solving
even when using the scientific method. How could or did they fix the errors?
Is it possible to control for errors? Do we make trade offs as we work?
If
so, what kinds?
3. Do you have a real research project that each student will work on and
then
present to the class that is meaningful to them and that will showcase their
learning of the content and the "method?" If the students know
this, then
they will be motivated to learn the method. (This is what those who advocate
authentic assessment tell us. They are probably correct for a number of
students.)
4. There are two general approaches to teaching. 1. Teach step by step and
as
the teacher guide the student. 2. Drop the student into the problem and
let
them sink or swim on their own. The teacher coaches them along the way to
help them search for the solution. ( The teacher also should affirm student
successes and partial successes when they make them. Now we as teacher know
which is the best, but do we have time to do use the best approach and still
have students who can pass the standardized tests given by the state? The
we
must think about safety for the students also. )
5. I suggest that you face this problem with your students, and discuss
with
them how you plan to accomplish this on the FIRST DAY and remind them as
you
progress through the year about the course goals and objectives. Invite
students to help assess their successes as you progress throughout the year.
The true role of a parent or teacher is to work themselves out of a job
while
remembering that some day those kids will be taking care of us or others
we
love or are concerned for. Respect is a two way street and needs to start
early. Unfortunately, the business model and all parents don't work this
way.
6. Lastly, not all hypotheses are correct. In the process of learning we
make lots of hypotheses or generalizations. Some are weak and answer only
a
few problems others are more powerful and answer more. (Perhaps we refer
to
these as rules or laws.) Yet, no one has yet figured out the answer to the
real important problems this is true for all sciences including the social
sciences and maybe people are not asking the really important question even
though some people have discovered very helpful things and made lots of
money
from them. Now enters the philosopher: What is the meaning of life or truth?
At different times in our lives we ask this question and sometimes the meaning
of life for the middle school student is having a reward right now. It has
nothing to do with what our lesson plan says should be learned today. I
learned a lot about my teaching needs from one of my young philosophers
when
he cheerfully told me, " Hey, a "D" is a passing grade."
High standards Definitely! But stopping and smelling the roses along the
way
is necessary and often helps us progress even better because we change our
course. It is a good thing to discuss and reflect on your past teaching
experiences. Don't let the current craze for testing, re teaching, and
mastery detour what we know about quality teaching. Go back and redefine
your
problem and reexamine the variables receiving the most emphasis and time.
I'm sending this out to you and it is probably in need of being refined
before
I present these ideas to my students. I'll welcome your suggestions.
Mary E. Haas
ALSO SEE: Getting Kids to Think Like
Scientists