Working scientifically
Working scientifically is central to developing students' understanding of the world around them.
The scientific process
The scientific process is based on:
- the formulation and testing of hypotheses
- gathering observable and measurable evidence
- organisation and analysis of data.
Scientific investigations must be repeatable to allow for the verification of data and to establish the reliability of conclusions. The process of investigating scientifically is represented here as four distinct facets.
Planning
This initial stage involves students asking questions such as:
- what happens when ...?
- what is the effect of …?
They attempt to provide answers to their own questions, suggest possible relationships and identify variables that may influence the phenomena.
Students attempt to make sense of what they have observed by researching what is known from secondary sources. They develop a research question, predict possible outcomes and form an hypothesis that defines their scientific investigation. They then identify and analyse potential problems with their investigation.
Conducting
This stage involves students refining and documenting their step-by-step procedure. They also collect resources such as equipment for conducting and measuring their observations.
Students decide on the most appropriate way to measure and record their observations. They carry out their experiment, observe, measure and record data, and conduct repeat trials. They identify and manage safety risks.
Processing
This stage involves students organising and analysing their collected data to identify patterns, trends and relationships between variables. They make calculations, arrange data and construct graphs. Students use their knowledge of scientific concepts to develop explanations for patterns, trends or relationships in data.
Evaluating
In this last stage students review and evaluate their findings in relation to their hypothesis. They consider whether their investigation supported the hypothesis. Students evaluate the investigation by examining the procedure followed and the methods used to collect data. They may identify further investigations.
Findings may be communicated in an electronic format, a scientific display or as an oral presentation. Students then consider the implications of their findings in a wider context or apply their findings to further investigations.
Guidelines for working scientifically
Guidelines for working scientifically skills (DOC 638KB) includes guidance for creating diagrams, flow charts, graphs and charts and tables.
Scientific method
Teachers introduce the scientific method as part of the scientific process. An outline follows.
| Section | Explanation |
|---|---|
| Title | A concise description of the project. |
| Aim | A formal statement of the purpose of the investigation. |
| Hypothesis | A formal testable statement or prediction of the expected outcome of the investigation. |
| Equipment | A list of all equipment or apparatus used in the investigation. |
| Risk assessment (if using hazardous or dangerous substances) | A document which outlines the identification, assessment and control of risks in the investigation. |
| Method | A procedure which describes the process of the investigation. There is scope to include a scientific diagram or a photo of the investigation set-up. |
| Results | Presented as a series of tables or graphs to represent the data from the investigation. There should be an analysis of the data including trends. The results can include photos. |
| Conclusion | A summary based on the investigation results and how it matches the hypothesis stated. |
| Discussion | An in-depth discussion of the scientific significance of the results. The discussion also provides an area to evaluate the investigation, including limitations, sources of error and bias. |
Other sections can also be introduced, especially when conducting inquiry based student research projects. These include:
- abstract
- introduction or background research
- references
- appendixes.
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