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As part of a study of the effect of an extended period of observation on pupils' interpretation and hypothesis-making, pupils from four English comprehensive secondary schools were studied while undertaking science investigations. Four groups of 12-year-old pupils observed a bottle ecosystem of...

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Bibliographic Details
Published in:International journal of science education 2001-08, Vol.23 (8), p.791-813
Main Authors: Tomkins, Stephen P, Tunnicliffe, Sue D
Format: Article
Language:English
Subjects:
Beobachtung
Biologie
Creative Thinking
Curriculum subjects: programmes and methods
Diaries
Ecology
Educational sciences
Elementary Education
Exact and natural sciences
Foreign Countries
Misconceptions
Observation
Protokoll
Schüler
Science Education
Science Process Skills
Selbst gesteuertes Lernen
Teaching methods
United Kingdom
Writing (Composition)
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Summary:As part of a study of the effect of an extended period of observation on pupils' interpretation and hypothesis-making, pupils from four English comprehensive secondary schools were studied while undertaking science investigations. Four groups of 12-year-old pupils observed a bottle ecosystem of brine shrimps without any prior instruction. Pupils kept their own diary, drawing and writing down their observations and thoughts. Analysis of tape-recorded observations and written diaries was carried out assigning statements to categories that were established after repeated reading of the transcripts and texts. Pupil observations were based largely on structural and behavioural features. Pupils spontaneously raised questions and answered them from their experience with the animals. Personal constructs and hypotheses emerged. The results indicate that pupils not only notice, from their own undirected observations, salient anatomical and behavioural features but that sustained observations may provide a base for clearer hypothesis making when formal teaching and investigations begin.
ISSN:0950-0693
1464-5289
DOI:10.1080/09500690119322