NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ879153
Record Type: Journal
Publication Date: 2009
Pages: 30
Abstractor: As Provided
Reference Count: 150
ISSN: ISSN-0034-6543
From Everyday to Scientific Observation: How Children Learn to Observe the Biologist's World
Eberbach, Catherine; Crowley, Kevin
Review of Educational Research, v79 n1 p39-68 2009
This article explores the development of observation in scientific and everyday contexts. Fundamental to all scientific activity, expert observation is a complex practice that requires the coordination of disciplinary knowledge, theory, and habits of attention. On the surface, observation appears to be a simple skill. Consequently, children may be directed to observe, compare, and describe phenomena without adequate disciplinary context or support, and so fail to gain deeper scientific understanding. Drawing upon a review of science education, developmental psychology, and the science studies literatures, this article examines what it means to observe within a disciplinary framework. In addition, everyday observers are characterized and a framework is proposed that hypothesizes how everyday observers could develop practices that are more like scientific observers. (Contains 1 table and 1 note.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A