Duschl and Grandy ask for a paradigm shift. From science teaching as we know it to information/data based schemes that would bring new theories into the conversation. What a novel and strong idea. Will this idea work in the middle school?

If given a choice, children would choose experiments over raw numbers any day. On the other hand, making meaning of data could be fun too. It could be an involvement process, a testing of competitive theories process. This is one way of making scientific way of looking at things meaningful to all the students. What is the data pointing at? Be it a social studies concept or a psychology idea, this is a way to make children try out various amalgams.

I see the Duschl ideas as a part of the science learning, an integral and regular piece but definitely not a replacement for ‘good ole science.’ The experimentation, relying on the senses for learning, understanding concepts would still be a major part of science.

The whole idea is for students to be data savvy. For this we need to work on the data tools regularly making children realize how simple they make our charting and analysis jobs when used the right way and how deceptively wrong it gets when we let the tools do the 'thinking' for us.

Jayanthi,

As I read through the article, I hadn't really thought about what the students would prefer. I think using some of the tools that have been introduced to us will show students that the data they collect while doing a hands-on lab is valuable, and can be just as valuable as the data that is collected online from a "real scientist".

The data collected from a "real" scientist is that it shows that there is still work to be done.

I think a lot of the students I teach feel that there is no room left for discovery, and surprises in math. They feel that this is an "ANSWER" and it has already been found, so if I need to know it I will look it up. Seeing that people are still discovering and being surprised and having different interpretations of and by the results of their mathmatical analysis is a good thing that comes from looking at the "messy" data that real science involves.

Z-YA

Jayanthi,

I agree with you. Kids would absolutely jump at the chance to conduct an experiment as opposed to doing a data analysis. Both are valuable experiences, but the issue with kids collecting data is a lack of consistency. I also agree with your point that most don't see any connection between the results of the experiment an any real world application.