Observing scientific events or objects is a complex process that occurs through the interaction between the observer's knowledge or expectations, the surrounding context, physiological features of the human senses, scientific inquiry processes, and the use of observational instruments. Scientific observation has various features specific to this process. In this study, we describe the nature of scientific observation in 10 statements that have been emphasized by educators, philosophers, and psychologists and discuss their educational implications. To help students understand these 10 statements, learning materials were developed and tested with 110 10th-grade students. The results for almost all statements showed that students' agreement on the nature of scientific observation increased after studying the materials, and the agreement was found to be stable because it had not decreased 6 weeks later. We conclude on this basis that the difficult philosophical and psychological concepts involved in scientific observation can be taught effectively to high school students if we develop and use activities appropriate to their level that can further their understanding.