Students’ use of observation in geology: towards ‘scientific observation’ in rock classification

Abstract

Students struggle with observing scientifically and connecting observations to scientific theory. This study investigates how students actually use observation in rock classificationa classical practical task in science education. To describe the level of students' use of observation, data was collected by videotaping 19 small student groups (55 students aged 16-18) in Norway while they were classifying rocks. A modified version of the observation framework proposed by [Eberbach, C., & Crowley, K. (2009). From everyday to scientific observation: How children learn to observe the biologist's world. Review of Educational Research, 79(1), 39-68] is used to analyse how students' notice features of rocks (noticing) and interpret the geological processes forming those features (expectations) at different levels: everyday, transitional or scientific. The findings showed that none of the student groups used everyday observation. Three student groups used observation at a transitional level, whereas twelve groups performed observation that can be described as transtional/scientific level. Four student groups used scientific observation. Based on the findings, an observation framework for rock classification is proposed. The challenges encountered by the students are discussed, thus providing ideas for how teachers can support students to use scientific observation in rock classification.

Epistemic Emotions and Observations Are Intertwined in Scientific Sensemaking: A Study among Upper Secondary Physics Students

“…This is in line with Hodson’s ( 1996 ) argument that students’ intuitive views can constitute a barrier to observation. Our findings also support previous studies showing that it is common for students to have difficulties in making scientific observations (Haigh et al, 2012 ; Remmen & Frøyland, 2020 ). Furthermore, the findings may indicate that students often lack the ability to link their observations with the knowledge they already have in science.…”

“…Thus, prior scientific knowledge, together with other cognitive and affective factors, can influence students’ observations (Hodson, 1996 ; Kohlhauf et al, 2011 ; Pinch, 1985 ). Furthermore, recent studies show that students may have difficulties in making scientific observations (Haigh et al, 2012 ; Remmen & Frøyland, 2020 ), indicating that the role of scaffolding is central in learning to observe scientific phenomena.…”

How Gifted Primary School Students Make Sense of the Definition, Purpose and Process of Observation

“…On the other hand, most of the students stated only one of the purposes of observation. Nevertheless, when the body of literature is examined, observation emerges as a multifaceted process frequently used in school, daily life, and scientific studies, which may have multiple purposes (Remmen & Frøyland, 2020). In the classroom, observing the students effectively is one of the critical observation areas for teachers.…”

9. Et kritisk og konstruktivt blikk på naturfaget i norsk skole

“…Når de kunne skille steinen i de tre hovedgruppene, kunne de også forklare hvordan steinene var blitt dannet. Senere studier har vist at elevene klarte å anvende denne sorteringskunnskapen på stein ett år etter undervisningen; de oppnådde dybdelaering (Frøyland, Remmen & Sørvik, 2016;Remmen & Frøyland, 2020). I naturfag kan koblingen mellom observasjon og systematikk kanskje vaere en vei å gå for å unngå memoreringsstoff og heller ha søkelys på forståelse eller dybdelaering.…”