The Enquiring Mind: Creative Approaches : The scientific method: does it work?

This week’s lecture we looked at the scientific method.This is a process of scientific inquiry which involves eight steps:

1) Identifying a problem

2) Asking a question.

3) Making a hypothesis.

4) Designing and conducting an experiment that tests the hypothesis.

5) Data collection.

6) Analysing the results.

7) Drawing a conclusion

8) Devising solutions.

The scientific method moulds teachers and pupils perception of scientific enquiry(Braaten et al,2008) and often leads to scientific enquiry taking place within the class room without pupils having an understanding of the reasoning behind the scientific enquiry taking place (Braaten et al,2008). According to Braaten et al (2008) there are four reasons why the scientific method often fails in class rooms.

The first cause for its failure is that questions are provided by the teachers as opposed to the pupils using their imagination to create their own questions: this can lead to content less science lessons without scientific knowledge or reasoning, unsuccessfully reflecting scientific ideas.

Secondly is the use of controlled experiments which do not reflect the experiments which undergo in the professional world of science. Also the suggestion that a single set of experiments is an ample amount to base a conclusive finding on is unrealistic.

The third factor which has led to the occasionally ineffective use of the scientific method within class rooms is that the pupils lack a platform of knowledge on the given phenomenon on which to base their questions and hypothesis on.

The final fourth element of the scientific method is that the pedagogy itself as it doesn’t promote a mind-set which questions and enquires but rather produces a linear combination of steps which are easy for a teacher to follow.

Braaten et al (2008) however suggest a different method of teaching science referred to as model based inquiry which actively involves the pupils in the process of scientific enquiry and encourages them to practice creativity through questioning phenomenon for themselves(Braaten,2008). It is a four step process which involves building a platform of knowledge on a phenomenon, finding the relationships between phenomenon, deciding the best way to gather results and questioning results through having discussions with the pupils and considering their views.

I feel the model based inquiry approach may be more effective within the class room as children learn best from being actively involved (Dewey,1910). This approach offers pupils the opportunity to explore why certain phenomenon happens as opposed to just how and thus provides them with a deeper understanding as well as developing a way of thinking with in pupils which is always questioning and exploring.