Students' Use of Observation in Geology: Towards 'Scientific Observation' in Rock Classification

Autor/inn/en	Remmen, Kari Beate; Frøyland, Merethe
Titel	Students' Use of Observation in Geology: Towards 'Scientific Observation' in Rock Classification
Quelle	In: International Journal of Science Education, 42 (2020) 1, S.113-132 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Remmen, Kari Beate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1704914
Schlagwörter	Geology; Science Teachers; Science Instruction; Observation; Classification; Task Analysis; Video Technology; Secondary School Students; Guidelines; Teaching Methods; Foreign Countries; Plate Tectonics; Norway + Suchen Sie Ihr Suchwort? Historische Geologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Beobachtung; Classification system; Klassifikation; Klassifikationssystem; Aufgabenanalyse; Sekundarschüler; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Plattentektonik; Norwegen
Abstract	Students struggle with observing scientifically and connecting observations to scientific theory. This study investigates how students actually use observation in rock classification -- a 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 transitional/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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01