new knowledge, and the willingness to share knowledge publicly.

Scientific inquiry includes systematic approaches to observing, collecting information, identifying significant variables, formulating and testing hypotheses, and taking precise, accurate, and reliable measurements. Understanding and designing experiments are also part of the inquiry process.

Scientific explanations are more than the results of collecting and organizing data. Scientists also engage in important processes such as constructing laws, elaborating models, and developing hypotheses based on data. These processes extend, clarify, and unite the observations and data and, very importantly, develop deeper and broader explanations. Examples include the taxonomy of organisms, the periodic table of the elements, and theories of common descent and natural selection.

One characteristic of science is that many explanations continually change. Two types of changes occur in scientific explanations: new explanations are developed, and old explanations are modified.

Just because someone asks a question about an object, organism, or event in nature does not necessarily mean that person is pursuing a scientific explanation. Among the conditions that must be met to make explanations scientific are the following:

  • Scientific explanations are based on empirical observations or experiments. The appeal to authority as a valid explanation does not meet the requirements of science. Observations are based on sense experiences or on an extension of the senses through technology.

  • Scientific explanations are made public. Scientists make presentations at scientific meetings or publish in professional journals, making knowledge public and available to other scientists.

  • Scientific explanations are tentative. Explanations can and do change. There are no scientific truths in an absolute sense.

  • Scientific explanations are historical. Past explanations are the basis for contemporary explanations, and those, in turn, are the basis for future explanations.

  • Scientific explanations are probabilistic. The statistical view of nature is evident implicitly or explicitly when stating scientific predictions of phenomena or explaining the likelihood of events in actual situations.

  • Scientific explanations assume cause-effect relationships. Much of science is directed toward determining causal relationships and developing explanations for interactions and linkages between objects, organisms, and events. Distinctions among causality, correlation, coincidence, and contingency separate science from pseudoscience.

  •  Scientific explanations are limited. Scientific explanations sometimes are limited by technology, for example, the resolving power of microscopes and telescopes. New technologies can result in new fields of inquiry or extend current areas of study. The interactions between technology and advances in molecular biology and the role of technology in planetary explorations serve as examples.

Science cannot answer all questions. Some questions are simply beyond the parameters of science. Many questions involving the meaning of life, ethics, and theology are examples of questions that science cannot answer. Refer to the National Science Education Standards for Science as Inquiry (pages 145-148 for grades 5-8 and pages 175-176 for grades 9-12), History and Nature of Science Standards (pages 170-171 for grades 5-8 and pages 200-204 for grades 9-12), and Unifying Concepts and Processes (pages 116-118). Chapter 3 of this document also contains a discussion of the nature of science.

Materials and Equipment

  • 1 cube for each group of four students (black-line masters are provided).  

    (Note: you may wish to complete the first portion of the activity as a demonstration for the class. If so, construct one large cube using a cardboard box. The sides should have the same numbers and markings as the black-line master.)

  • 10 small probes such as tongue depressors or pencils.

  • 10 small pocket mirrors.  

Instructional Strategy

Engage Begin by asking the class to tell you what they know about how scientists do their work. How would they describe a scientific investigation? Get students thinking about the process of scientific

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