Week 10b - Seeing the Nature of Science - Investigating in Science

Using the Nature of Science: Understanding about Science these are the aspects that I have seen / experienced in my host placement in the University of Canterbury School of Earth and Environment (Geology department):
• being curious
Is the starting point to geology - "What can I see? Why is it like that?"
• making careful observations, asking questions and exploring ideas
Is the core skill in geology. There are limited options for 'experimental investigation' in geology - the majority of the lab work and field measurements I have seen have been observations, from microscope examination of the mineral content rocks through to landforms spanning 10s or 100s of kilometers.
The starting point for many of the investigations I have taken part in or observed has been asking 'what can you see?' There has been a very heavy emphasis on collecting reliable observations - establishing a very clear baseline of what is being observed before trying to explore how/ why is it like that.
• using a variety of investigative approaches and gathering evidence to test an idea
Most of the fieldwork that I have been involved with has been focused on making and recording observations, starting with large-scale geological structures and then using small scale observations, down to microscope level to test ideas and confirm or refute hypotheses.
• carrying out repeat tests during an investigation and developing explanations based on evidence gathered
Many geological investigations seem to take place at a similar pace as geological change - often less than a few centimeters per year, with sudden lurches creating tremors that spread far and wide. It has been interesting to note changes in accepted analysis of Banks Peninsula - there seems to have been a significant shift around once per decade over at least the last 30 years. University field trips are still compiling new observations and incorporating this data to test and refine models of the peninsula's formation and present day condition.
• discussing ideas with others and critiquing the methods of investigation being used while remaining open minded and honest 
Postgraduate researchers in the SEE, in the process of developing new knowledge, regularly discuss and reassess their methodology and data. This takes place formally through PhD supervision and also informally through discussion with other faculty members. These discussions have to be open and honest if they are to be effective and productive.
• looking for trends and patterns in data while being creative
The 'holy grail' of geology is earthquake/ eruption forecasting. While knowledge has grown over the past few decades, there is still no reliable way for long range forecasting - despite what some people claim. The data from seismographs is too limited and apparently random to find any clear patterns yet.

LAYER 2:Thinking about the range and extent of the NOS I have just noted personally from my time in my UC SEE placement and connecting it to my classroom, how could my students have opportunities to experience and develop these things?
A range of investigative approaches and evidence gathering are already an aspect of New Zealand Curriculum Levels 4 & 5 - however this can be built on further (particularly through increased use of Education Outside The Classroom). There is also scope to increase the opportunities for students to develop their own investigations and to critique (NOT criticise) each other. One barriers to this is time - developing the skills of scientific investigation (NoS), rather than focusing on subject 'facts and knowledge' (context strands) given restraints of timetable. This clearly represents a reprioritisation of what is taught and how learning takes place.

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