THEORETICAL
BASES OF TEACHING PHYSICAL SCIENCE
UNIT.
VI – Scientific Method
Prepared by
SABARISH-P
M.Sc., M.Ed., JRF & NET
Assistant Professor in Physical Science, Arafa Institute for Teacher Education
Attur, Thrissur.
Science and Philosophy
Science
and philosophy have a very long history, back at least to the 16th and 17th
centuries, when the first scientist-philosophers, such as Bacon, Galilei, Aristotle
and Newton, were beginning the process of turning natural philosophy into
science. Science and philosophy have always learned from each other. Philosophy
tirelessly draws from scientific discoveries fresh strength, material for broad
generalisations, while to the sciences philosophy imparts the world-view and
methodological impulses of its universal principles. Many general guiding ideas
that lie at the foundation of modern science were first enunciated by the force
of philosophical thoughts. One example is the idea of the “atom” is voiced by
Democritus and Indian Philosopher Kanada Maharshi. The idea of the existence of
molecules as complex particles consisting of atoms was developed in the works
of the French philosopher Pierre Gassendi and also Russia's Mikhail Lomonosov. Lenin
formulated one of the fundamental ideas of contemporary natural science—the
principle of the inexhaustibility of matter—upon which scientists rely as a
firm methodological foundation.
The
latest theories of the unity of matter, motion, space and time, the unity of
the discontinuous and continuous, the principles of the conservation of matter
and motion, the ideas of the infinity and inexhaustibility of matter were
stated in a general form in philosophy. Every major scientific discovery is at
the same time a step forward in the development of the philosophical world-view
and methodology. Philosophical statements are based on sets of facts studied by
the sciences and also on the system of propositions, principles, concepts and
laws discovered through the generalisation of these facts. The achievements of
the specialised sciences are summed up in philosophical statements. Euclidian
geometry, the mechanics of Galileo and Newton, were great achievements of human
reason which played 'a significant role in forming world-views and methodology.
Copernicus' heliocentric system changed the whole conception of the structure
of the universe. Darwin's theory of evolution, which had a profound impact on
biological science in general and our whole conception of man's place in
nature. Einstein's theory of relativity changed our notion of the relationship
between matter, motion, space and time.
Scientists
in their specific researches, in constructing hypotheses and theories have
constantly applied world-views and methodological principles, categories and
logical systems evolved by philosophers. All scientists who think in terms of
theory constantly speak with a deep feeling of gratitude to philosophers.
The
ideas of positivism, constructivism, epistemology, etc have clear
scientific-philosophical background.
So
the connection between philosophy and science is mutual and characterized by
their ever deepening interaction.
Scientific Method
Ø Scientific
method is the procedure adopted by scientists in their investigation
Ø Scientific
method is a systematic and orderly method of solving problems.
Ø ‘Scientific
Method consists of systematic observation, classification and interpretation of
data’- Lundberg
Note: Problem
solving method should not be confused with the scientific method. Problem solving method is a teaching
method which incorporates the principles of the Scientific method. The scientific method is a method of finding
truth in science. Problem solving method is a teaching method.
Importance of scientific method
1)
Scientific method attempts to minimize
the influence of bias or prejudice in the experimenter.
2)
It provides an objective, standardized
approach to conducting experiments and, in doing so, improves their results.
3)
Using the scientific method regularly
will teach the student to look at all the evidence before making a statement of
fact, which makes it an integral part of science education.
4)
This method teaches the student to
analyze and process the information he is receiving.
5)
It trains the brain to logically examine
and process all the information it receives
Steps of Scientific Method
Ø Sensing the problem
A
felt difficulty
You
feel the problem only when you get involved in it.
Teacher
should make students involve in the scientific problem.
Ø Defining the problem
Students
define the problem in a concise definite and clear language.
There
should be some key words in the definition.
Teacher
may assist in defining
Ø Analysing the problem
Meaningful
break down of the problem and its causes can lead to its solution. Analysis of
the problem would help to collect the relevant data/evidence upon the problem.
Ø Collecting the data
Relevant
details are collected from experts /reference books/ or from firsthand
experience.
Ø Interpreting data.
After
collecting data it have to be critically examined with respect to relevance,
appropriateness, clarity etc
Ø Formulation of hypothesis
Through
analysis/ synthesis/ logical inference, several probable solutions are arrived
at.
Ø Testing Hypothesis.
Finding out the bearings of the
hypothesis
The
hypotheses are scrutinized using actual testing or logical reasoning. If the implications agree with the observed
facts, they are accepted others are rejected.
Ø Confirmation and generalization
through experiments.
The
tested hypothesis if accepted leads to the conclusion to be formed. Generalisations can be made if
similar sets of experiments also show the same results.
Ø Applications of generalization to
new situations
The
conclusions are subjected to rigorous and repeated tests and are generalized to
wider areas.
Logical Process in Scientific
Method
The
logical process in scientific method is in no way different from the thought
processes of an ordinary person. It comprises of
·
A felt difficulty
·
Its definition
·
Suggestion of probable solution
·
Selecting the most likely hypothesis by
reasoning.
Logical elements/aspects
in scientific method
All
logical elements are inferential processes which reveal the cause effect
relationship.
Ø Induction
·
Advocated by Francis Bacon
·
It is proving general truths.
·
When particular cases are found true it
is generalized and accepted as a universal truth
·
It proceeds from particular to general
·
From known to unknown
·
Induction is inferring a generalized
statement from instances.
·
Mills
Five canons of Induction*. Mills canons are used when there
is a plurality (more than one) of causes.
*Mills
Five canons of Induction
Mill's five cannons are five methods of induction described by
philosopher John Stuart Mill They are intended to illuminate causation (Find
the cause).
1)
Method of agreement
Statement: If two or
more instances of the phenomenon under investigation have only one circumstance
in common, that circumstance is probably the cause (or effect) of the given
phenomenon.
For Example
A B C D occur together
with w x y z
A E F G occur together
with w t u v
——————————————————
Therefore A is the
cause, or the effect, of w.
2)
Method of difference
Statement: Whenever the
elimination of a single circumstance is accompanied by the nonoccurrence of a
phenomenon that circumstance is probably related to its causation.
For Example
A B C D occur together
with w x y z
B C D occur together
with x y z
——————————————————
Therefore A is the
cause, or the effect, or a part of the cause of w.
3)
Joint method of agreement and difference
Statement: If in a
group of cases in which a phenomenon occurs there is one and only one common
circumstance, while in another group of cases in which the phenomenon does not
occur there is nothing in common except the absence of the above circumstance,
then the phenomenon is causally related to that circumstance..
For Example
A B C occur together
with x y z
A D E occur together
with x v w also B C occur with y z
——————————————————
Therefore A is the
cause, or the effect, or a part of the cause of x.
4)
Method of residue
Statement: If part of
complex phenomenon is known to be causally related to certain operating
circumstances the residual part of the phenomenon must be due to the rest of
the relevant circumstances..
For Example
A B C occur together
with x y z
B is known to be the
cause of y
C is known to be the
cause of z
——————————————————
Therefore A is the
cause or effect of x.
5)
Method of concomitant variations
Statement: If two
phenomena vary concomitantly, while all other relevant circumstances remain unchanged,
they must be casually related.
For example
A B C occur together
with x y z
A± B C results in x± y
z.
—————————————————————
Therefore A and x are
causally connected
LIMITATIONS
OF MILL’S METHODS
• First, the rules
presuppose that we have a list of candidate causes to consider. But the rules
themselves do not tell us how to come up with such a list.
• The other assumption
presupposed by these methods is that among the list of factors under consideration,
only one factor is the unique cause of the effect. But there is no guarantee
that this assumption always holds. Also, sometimes the cause might be some
complicated combinations of various factors.
Ø Deduction
·
Advocated by Aristotle
·
It is the process of reasoning that
starts from an accepted generalization and moves towards a specific instance
·
For deduction, 3 statements and not more
than three are required.
Example:
All men are mortal | (Major premise must
be true)
All kings are men | (Argument must be valid)
All kings are mortal| (Conclusion follows
naturally)
Ø Analogy
·
It is a relation of resemblance between
two objects
·
By using an analogy a new idea is
presented in the meaningful context of a familiar idea.
·
This helps a new learner to acquire the idea
more easily.
Example
: Atomic structure and solar system
Ø Analysis
·
Separating into parts
·
Things and events of nature are mostly
complex. To find the cause –effect
relationship we may have to breakdown the complex event into simpler events.
Ø Synthesis
·
Nature has presented ideas which are
closely combined and unified into a whole.Therefore the whole is more important
than the parts.
·
It is important that the constituent
facts, laws and relations fit in among themselves so that it will justify the
whole.
Eg.
How is nucleus stable with positive protons closely packed?
Ø Testimony
·
It is personal or documentary evidence.
Eg. University certificates, land
documents, Manuscripts of Scientists,
CRC book etc
Ø Authority
It refers to the right
to give an ultimate decision. Authority and testimony are sources of
knowledge.
eg.
Court, Survey of India, Election Commission, ISRO, NASA etc.
Ø Hypothesis
·
Hypothesis is an intelligent guess
adopted provisionally to explain the observed facts which guide in further
investigation. Depth of knowledge, Imagination, genuine interest in the subject
help in framing fruitful hypothesis
Purposes
of Hypothesis
·
Provides a tentative explanation
·
Gives direction to the investigation
·
Gives a relationship that is testable.
·
Provides a framework for reporting the
conclusion
Criteria of a good hypothesis
·
It must have explanatory power
·
It must be consistent with universal
laws
·
It should be simple stated clearly and
precisely
·
It should be testable
·
It should be adequate enough to explain
the observed facts.
Different types of hypotheses
·
Null form
·
Non directional form
·
Directional form
·
Statement form
·
Question form
Technical aspects of
Scientific Method
The
technical aspects of Scientific method includes - Observation, Experiment &
Data Collection
Observation
·
Observation means prolonged perception
of things / events directed and sustained by attention.
·
It involves mental processes like
attention, selection, analysis, classification etc.
Experimentation
·
Experiment is active observation
·
It is controlled observation
·
Observation of phenomenon under
controlled conditions is called experiment.
Eg:
Projectile - u, θ (independent variable)
we vary them,
R
(range) (dependent variable) changes occur in them.
Observation
|
Experiment
|
Not quiet objective (Personal bias of
observer can influence inferences)
|
Reliable and objective than
observation
|
Affected by external elements like
defect of sense organ, other unwanted outside situations etc.
|
Most of the unwanted elements are
controlled.
|
|
|
Data
Collection
(Be familiar with
concepts like population, sampling etc. Study in Detail from any science education text/ visit
sabarishedn.blogsot.in)
A Population is the collection of all elements or events that have
one or more characteristics in common that the scientist is interested in. An
entire population can be studied. Many times it may not be possible to study
the whole population due to various reasons such as time and effort needed.
Hence investigator uses the technique of sampling. Sampling is the process of selecting units from a population of
interest so that by studying the sample we can fairly generalize the results to
the population from which the units where choosen. Population sampling is the
process of taking a subset of subjects that is representative of the entire
population. The sample must have sufficient size to warrant statistical
analysis.
A sample is a subset of
people, items, or events from a larger population that you collect and analyze
to make inferences. To represent the population well, a sample should be
randomly collected and adequately large. If the sample is random and large
enough, you can use the information collected from the sample to make
inferences about the population.
Various sources of data collection that
can be used by students.
n Experiments
n Interview
with experts
n Survey
using tools like questionnaire, inventory, rating scale etc
n Textbooks/
Reference books etc
n Field
Trip,
n Internet
etc…..
Ø Hypothetico- deductive method
A method in which a
hypothetical model based on observations is proposed and is then tested by the
deduction. The hypothetical-deductive method (HD method) is a very important
method for testing theories or hypotheses.
The
hypothetical-deductive method
·
Identify the hypothesis to be tested.
·
Generate predictions from the
hypothesis. (Mainly by deductive reasoning)
·
Use experiments to check whether
predictions are correct.
·
If the predictions are correct, then the
hypothesis is confirmed. If not, then the hypothesis is disconfirmed.
The
hypothetico-deductive method is often regarded as the only 'true' scientific
research method. The method involves the traditional steps of observing the
subject, in order to elaborate upon an area of study. This allows generating a
testable and realistic hypothesis.
From the hypothesis,
the researcher must generate some initial predictions, which can be proved, or
disproved, by the experimental process. These predictions must be inherently
testable for the hypothetico-deductive method to be a valid process.
Ø Inductive Reasoning
Inductive
reasoning is the process where a small observation is used to infer a larger
theory, without necessarily proving it. Most scientists use this method to
generate theories about how the universe works and discover the laws governing
our very existence. Many ancient philosophers used induction for making
observations and constructing theories. For example, the Ancient Greek
philosophers believed that theories could be proved by logic alone and did not
need experiments. They thought that mathematically strict laws, deduced from
smaller observations, governed the universe. In Inductive reasoning an initial
observation leads to the discovery of a certain pattern. This allows a
tentative prediction to be made which leads to a general theory about how
things work.
An excellent example of
this process in action is the discoveries and works of the great Charles
Darwin.
Ø Deductive Reasoning
Deductive reasoning is
what a researcher starts with a wider theory. The researcher generates a
testable hypothesis and designs an experiment to observe the results, and prove
or disprove the theory.
J. J. Thompson's
Cathode Ray-Experiment was an excellent example of this process, where he had
ideas about how electrons behaved and generated theories about their nature.
Therefore, he generated
hypotheses, designed experiments and tried to find conclusive answers to add
credence and weight to his initial theory.
Transfer
value of scientific method
Ø There
is an effect of training in one form of activity upon one’s ability in other
fields of activity.
Ø It
is hoped that the training obtained through scientific method can be utilized
in solving the problems of one’s life.
Ø It
develops thinking process, Scientific skills, Observation skill, Ability to
manipulate Rational behaviour etc
Ø Habits
of this sort once acquired will automatically be generalized and applied to the
wider concerns of life.
Strategies to give
pupils training in scientific method
Ø Make
pupil do experiments
Ø Make
pupils solve scientific problems
Ø Demonstrate
different scientific equipments and explain the scientific principles behind
them.
Ø Always
link the subject matter with real life situations
Ø Make
a science club and let pupils organize scientific activities (quiz, seminar,
debate, field trip etc.)
Ø Present
the content to be taught in the form of problems to be solved.
Ø Make
students feel the importance of science in human progress.
Ø Make
students familiar the scientific method adopted by various scientists like
Albert Einstein, A.P.J. Abdul Kalam etc in their life/inventions.
Corroboration
Corroboration refers to an extent
to which a given theory has withstood severe tests.
The severity of tests depends “upon the
degree of testability, and thus upon the simplicity of the hypothesis.”
For
example, the statement, “Sun rises every morning.” The evidence for this
statement is based on one’s observation of the sun rising every morning all
these days. This corroborates the hypothesis that sun will rise every morning,
because in case if the sun had not risen on any one of the morning in the past
would falsify the hypothesis. Therefore,
each morning the hypothesis is tested. All these days, the hypothesis has been
found to be true, and every success (i.e., sun rising in the morning) further
corroborates the hypothesis more
Falsification
What
is Falsifiability?
Karl Popper defines falsifiability
as “the inherent testability of any scientific hypothesis.” In other words, the claims are framed in such
a way that the tests can be constructed and proved to be false, provided the
claims are false. The hypothesis is framed such that it can be subjected to
practical investigations and is also open to rejection by those investigations.
Thus, in order to have credibility, any hypothesis should be inherently
disprovable before it is accepted as a scientific hypothesis or theory.
For
example, if a scientist asks, "Does God exists?" then this can never
be science because it is a theory that cannot be disproved. Therefore, no theory is completely correct, however,
if it is not falsified, it may be accepted as truth!!
Popper
viewed falsifiability as a straightforward definition, that if a theory is
falsifiable, it is scientific, and if not, then it is unscientific.
Consequently,
corroboration is linked to
falsifiability. According to Popper, the
more significantly falsifiable a theory is, the greater is its degree of
corroborability.