Teaching the scientific method: formal vs. experiential training.

Abstract

This study investigates the impact of both prior formal training, and ability to make observations on a student's ability to utilize the scientific method. 21 students participated in a three hour lesson in which they were given a pre-test that evaluated their prior training and their ability to design an experiment. Students were observed during an interactive lesson, and the number of observations the student made were recorded. After the class, the effectiveness of the lesson was evaluated by administering a post-test that was parallel to the pre-test. Results indicated that there was a positive correlation between prior formal training and student mastery of the scientific method, but there was no correlation between observational skills and ability to utilize the scientific method.