The Distinction Between Experimental and Historical Sciences as a Framework for Improving Classroom Inquiry

Abstract

Inquiry experiences in secondary science classrooms are heavily weighted toward experimentation. We know, however, that many fields of science (e.g., evolutionary biology, cosmology, and paleontology), while they may utilize experiments, are not justified by experimental methodologies. With the focus on experimentation in schools, these fields of science are often not included in the inquiry experiences our students receive. I propose utilizing the distinction between experimental and historical sciences as a way to improve the diversity of scientific methodologies represented in the science classroom. This distinction can provide a framework for teachers to examine their own inquiry practices in light of the diverse methodologies present in science today. In this paper, the framework is presented and analyzed in light of the scientific practices highlighted in the Next Generation Science Standards and key concepts needed to discuss historical science methodologies are discussed.

The Case for Natural History

“…The fact that the event took place in the past, in addition to the fact that the phenomena are complex, unique and contingent, means that tests of validity lie solely in the quality of the explanation generated through abductive reasoning. In other words, effective explanation is valued in natural history (Gray, 2014).…”

“…The Next Generation Science Standards (NGSS 2013) may be seen to represent a more realistic view of the epistemic practices of scientific disciplines, yet the experimental sciences are still prioritised in the examples provided. Thus, while some attention might be paid to the results of natural history research, the methodologies used to investigate phenomena and to generate results are rarely discussed (Gray, 2014). Research indicates that the situation may be similar in other parts of the world (Fisher, 2001;Orion & Hofstein 1994;Piranha et al, 2011).…”

Objects prompt authentic scientific activities among learners in a museum programme

“…Different scientific disciplines have different ways of conducting practical work, ranging from the controlled laboratory interventions typical of the experimental sciences to the descriptive specimen studies and fieldwork typical of the historical sciences (Cleland, 2011;Gray, 2014); however, common to these approaches is that they are ways of gaining knowledge about the world by connecting the domain of objects, materials, and phenomena with the domain of ideas and the abstract. For this reason, practical work is commonly regarded as being central not only to science but to science education as well (Abrahams & Reiss, 2012).…”

Understanding the quality of data: a concept map for ‘the thinking behind the doing’ in scientific practice

“…If valid (as far as can be judged) data do not agree with the prediction, some accommodation in the theory is needed, which could range from amendment to abandonment. In the case with some examples from the 'historical sciences' (Gray, 2014) where testing is not possible (other than by modelling), the 'prediction' or 'retrodiction' can be about other instances of the phenomenon that has already occurred or other lines of evidence:…”

“…The concept of measurement (although often referred to as 'observation'; see, for instance Gray, 2014) can also be applied to a categoric variable, where qualitative descriptions are the values. Here, the measurement entails the recognition of the defining features of the variable, with the substantively-informed discernment of the observer acting like an instrument.…”