How to infuse actual scientific research practices into science classroom instruction

Abstract

Educational reforms, for the most part, have concentrated on what the student should know in order to be literate in science. How scientists know what they know is often taught to students through carefully directed laboratory experiences. The teaching of the traditional scientific method through cookbook lab activities does not accurately address the complex sociological variables involved in doing actual scientific research. This simplified view of science shortchanges students’ understanding, not only about science, but of science. Students need to be made aware of all the subtle forces affecting scientific research. To achieve this objective we compared an idealized philosophical model of the growth of scientific knowledge with actual research practices of life scientists. Novice and expert life science researchers were interviewed to see if their views corresponded with the model's representation. From the similarities and differences, we developed several instructional models which may be used to compare and contrast idealized and actual life science research practices and can be infused into high school biology curricula. Two interrupted narratives (termed interactive vignettes) based on modern life science research practices are included. Two open‐ended societal laboratory exercises are outlined. Finally, the textbook legend of Darwin's finches is compared with the naturalist's actual papers and journals to highlight the contrast between idealized science and the actual growth of biological knowledge.