Education: Scientific Process

Scientific process involves the process of doing science. This process varies with the type of science being done, but almost always include working through one the scientific methods; whether it be the experimental or historical methodology.

The Scientific Method

1. Defining problems,
2. Gather relevant background information,
3. Formulate a Hypothesis,
4. Experiment taking measurements or making observations, and recording the observations in a notebook; analyze by using various methodologies including statistics, charts, graphs, maps, or time lines.
5. Accept, Modify, or Reject Hypothesis.

These two relatively formal scientific methodologies (observational and experimental) are both used in the sciences; the experimental methodology is most common in Chemistry and Physics and the historical methodology is most common to Geology, Biology, and Anthropology (Gould, S. J. 1989). Aspects of each are used in all sciences as a way of discovering natural relationships in our world. The historical scientific methodology has its roots in contingency and the sequencing of events, events that affect subsequent possible events; controlling the flow of history, that is; of what did happen.

Observation is the effective historical process, coupled with recording the observations and their subsequent analysis. This methodology is a powerful scientific method for deciphering events in the historical sciences. It should be noted, that very often the process of scientific inquiry in the historical sciences involves a process of gathering data, analyzing it for anomaly, and then formulating hypotheses to test the anomaly with further observational data.

Loose leaf notes are printed on the computer and used as the basis of the annual notebook.	The physical binder for the notes is a Mead Five Star Zipper Binder.

Sea turtle interns keep a daily observational notebook and are expected to sequentially document all significant events occurring each day. Data from this notebook are transcribed daily onto computerized nest form and spreadsheet to document the development of each nest. The notebooks, retained by the interns, are used to illustrate note-taking techniques in each teacher-interns' classroom.

A nest form can be composed on a computer and printed out in quantity for use in the notebook	A list of prioritized daily duties is often useful for the interns and also for the conservationist.

Teacher-interns gather around their Gator to catch up on notes, wrap samples, and rehydrate.

The learning strategy used in the Sea Turtle Program involves preparing the student to enter the field with some level of scientific knowledge in place, demonstrating conservation and documentation processes in the field, empowering the teacher-interns to apply hands-on inquiry and critical thinking skills to locating clutches of eggs and their conservation, mentoring by colleagues through these processes, and developing mechanisms for teacher-interns to carry this information back to their students. This experiential process builds confidence and self-esteem in teacher-intern participants and allows teacher-interns to develop teaching materials that promote their position in their schools, with colleagues, students, and administrators. The practicing of the scientific method, scientific processing skills, accumulation of material for teaching, and networking with teacher-colleagues is enhanced as teacher-interns become more familiar with utilization of emerging electronic technologies on a daily basis.