Scientific Investigations Primer

Asking questions (for science) and defining

problems (for engineering)

Developing and using models

Planning and carrying out investigations

Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations (for

science) and designing solutions (for engineering)

Engaging in argument from evidence

Obtaining, evaluating, and communicating

information

2 Min: Generate Pool of Aspects

• Think about characteristics of “science investigations”

• Write down each on a separate index card• Write as many as come to mind – Think in terms of “nouns and verbs” that come to

mind when you think of “science investigations”– Or use free association, write down whatever

comes to mind (without editing)

Successful science investigation?

Traditional, structured, laboratory activities

Inquiry-based science investigations

Basis of learning Behaviorist Constructivist

Curricular goals Product-oriented Process-oriented

Role of students Following directions Problem solver / arguer

Student participation Passive / receptive Active

Student ownership of project Lower Higher

Student involvement Lower responsibility Higher responsibility

Role of teacher Director / transmitter Guide / facilitators

Time required Lower Higher

Level of inquiry Problems Procedures Conclusions

0 Given Given Given

1 Given Given Open

2 Given Open Open

3 Open Open Open

Aiming for level of inquiry 2 or 3

Open-inquiry investigations

• Problem is ill-defined• Allows students to experience uncertainties

and ambiguities when drawing conclusions• Starts at current knowledge state of students• Requires students talk to each other about

their project work both during and after• Offers opportunity for students to draw on

expertise of others or suitable resource

What is a Scientific Investigation?

Adapted from from The University of California Museum of Paleontology's Understanding Science

There isn’t a recipe for science!

Science is a process!

What do scientists do?

Science InvestigationsGrade Band State of Data Used Actions Taken in Investigation

Elementary / Middle Already Synthesized

•Find published data that has already been interpreted and synthesized.

•Work to understand the data, results, and conclusions.

Middle / High Student Generated•Collect data personally.

•Work to interpret and synthesize the data.

High Real Time/Archived•Find real time or archived data online.

•Work to interpret and synthesize the data.

Example 1 - Sharks

Student question: Why are there more shark attacks in some places?

• Already Synthesized: research movement patterns of different species of sharks and relate that to shark attack occurrences

• Student Generated: N/A• Real Time/Archived: access shark tagging data to look at

patterns in tracks and research what is going on in the locations that sharks congregate (food, water conditions, shelter, etc.)

Example 2 – Oil spills & animals

Student question: How do oil spills effect animals?

• Already Synthesized: research historical impacts to animals from large oil spills

• Student Generated: test different materials to remove oil from feathers and/or fur

• Real Time/Archived: access qualitative or quantitative data from past oil spills on the impacts to animals to analyze for patterns

Example 3 – Dolphin packs

Student question: Why do dolphins swim in packs?

• Already Synthesized: research current understanding of why dolphins swim in packs and present research from different theories

• Student Generated: run a simulation of different theories of why dolphins swim in packs to determine success and shortcomings of each

• Real Time/Archived: access qualitative or quantitative data on dolphin behavior in packs

Checklist & Revisions(your investigation design)

Variables are clearly defined. The number of variables is limited to 1-2 to change and 1-2 to measure the

resulting change. If applicable, there are treatment and control groups. Variables that will be held constant or accounted for not being able to hold

constant are highlighted. The method for data collection and how measurements will be taken is clearly

explained. The frequency of data collection and recording is clearly explained. The data collected will provide an answer to the testable question. The tools, equipment, and methods used to collect the data are clearly explained. The way the data is collected will enable appropriate data interpretation for the

testable question to be answered. The investigation will last long enough to collect enough data to answer the

testable question. Data table is organized to encourage inspection of the raw data for patterns and

trends while it is being collected.

How did it go?

Thoughts? Comments? Reflections?

Case Studies

1. Review the 2 case studies2. Evaluate the proposals using the

checklist and focusing on the following:• Is there a testable question?• Will the investigation design help to

answer the testable question? 3. Brainstorm how can you support your

students in developing investigations and/or avoid making similar mistakes

4. Share your findings with your partner

Group BrainstormStudent pitfalls Ways to help?

Additional Pitfalls and Suggestions?

Mini Proposal – Chapter 7