From Everyday to Scientific Observation: How Children Learn to Observe the Biologist's World

This article explores the development of observation in scientific and everyday contexts. Fundamental to all scientific activity, expert observation is a complex practice that requires the coordination of disciplinary knowledge, theory, and habits of attention. On the surface, observation appears to...

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Bibliographic Details
Published in:Review of educational research 2009-03, Vol.79 (1), p.39-68
Main Authors: Eberbach, Catherine, Crowley, Kevin
Format: Article
Language:English
Subjects:
Biology
Birds
Child discipline
Children
Data Collection
Developmental Psychology
Documentation
Empirical evidence
Environmental conditions
Expectation
Inquiry
Learning
Middle school students
Middle Schools
Observation
Observational learning
Observational research
Ornithology
Plants
Psychology
Resistance (Psychology)
Science Education
Science Instruction
Science Process Skills
Scientific Attitudes
Scientific observation
Scientific Principles
Sensory perception
Skill Development
Theory
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Summary:This article explores the development of observation in scientific and everyday contexts. Fundamental to all scientific activity, expert observation is a complex practice that requires the coordination of disciplinary knowledge, theory, and habits of attention. On the surface, observation appears to be a simple skill Consequently, children may be directed to observe, compare, and describe phenomena without adequate disciplinary context or support, and so fail to gain deeper scientific understanding. Drawing upon a review of science education, developmental psychology, and the science studies literatures, this article examines what it means to observe within a disciplinary framework. In addition, everyday observers are characterized and a framework is proposed that hypothesizes how everyday observers could develop practices that are more like scientific observers.
ISSN:0034-6543
1935-1046
DOI:10.3102/0034654308325899