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How People Learn: Brain, Mind, Experience, and School
They worried about bias in the voting process. What if some students voted more than once? Each student in the class volunteered to organize a piece of the experiment. About 40 students participated in the blind taste test. When they analyzed their data, they found support for their earlier results 88 percent of the junior high students thought they preferred water from the third-floor fountain, but 55 percent actually chose the water from the first floor (a result of 33 percent would be chance).
Faced with this evidence, the students suspicions turned to curiosity. Why was the water from the first-floor fountain preferred? How can they determine the source of the preference? They decided to analyze the school’s water along several dimensions, among them acidity, salinity, temperature and bacteria. They found that all the fountains had unacceptably high levels of bacteria. In fact, the first-floor fountain (the one most preferred) had the highest bacterial count. They also found that the water from the first-floor fountain was 20 degrees (Fahrenheit) colder than the water from fountains on the other floors. Based on their findings, they concluded that temperature was probably a deciding factor in taste preference. They hypothesized that the water was naturally cooled as it sat in the city’s underground pipes during the winter months (the study was conducted in February) and warmed as it flowed from the basement to the third floor.
SOURCE: Rosebery et al. (1992).
Not surprisingly, the students knew more about water pollution and aquatic ecosystems in June than they did in September. They were also able to use this knowledge generatively. One student explained how she would clean the water in Boston Harbor (Rosebery et al., 1992:86).
Like you look for the things, take the garbage out of the water, you put a screen to block all the paper and stuff, then you clean the water; you put chemical products in it to clean the water, and you’d take all the microscopic life out. Chlorine and alum, you put in the water. They’d gather the little stuff, the little stuff would stick to the chemical products, and they would clean the water.
Note that this explanation contains misconceptions. By confusing the cleaning of drinking water with the cleaning of sea water, the student suggests adding chemicals to take all microscopic life from the water (good for drinking water, but bad for the ecosystem of Boston Harbor). This example