What is the steps of the scientific method?

Answer 1

1. observation

2. ask a question

3. Make a hypothesis

4. Carry out th experiment

5. Conclusion

Answer 2

1). identify the problem

2). collect information

3). make a hypothesis

4). test your hypothesis

5). record and analyze

6). draw a conclusion

Answer 3

First you need a purpose. The purpose should start with the purpose if my investigation is.

Next is the hypothesis. The hypothesis has to have if, then, and because.

Then is your materials and procedure.

After that, you have to collect the data.

Then there is the anaylisis. The anaylisis has to have I learned that.

Finally, there is the conclusion. It has to have four sentences. I learned that, my hypothesis was..., my hypothesis was correct or incorrect, and next time I will.

Answer 4

The process used by scientific investigations is the scientific method. This involves making an observation, stating a question, formulating a hypothesis, conducting an experiment and analyzing the results to form a conclusion.

Answer 5

The steps are:

Step 1: Make an observation

Step 2: Ask a question

Step 3: Make a hypothesis

Step 4: Test the hypothesis by designing and performing an experiment

Step 5: make a conclusion

Step 6: Pose new questions

Answer 6

Purpose - why are you doing this experiment.

Research - know the background information.

Hypothesis - who do you think is best?

Experiment - time to do the actual lab.

Data - Record all the stats.

Conclusion - what do you think from your results.

Repeated Trials - More experiments!

Answer 7

Step One: A discrepant event

Ideally any activity for hands-on, investigation-based instruction should focus on the science content learners are learning at the time (Deal, 1994; National Research Council, 1996). Learner interest and attention is readily obtained when the investigation is introduced with a counter-intuitive observation or 'discrepant event'.when used in this manner, discrepant events not only captures learner's attention and stimulate interest, but also create Piagetian cognitive dissonance, which motivates them to challenge their existing mental constructs and misconceptions (Edward, 1997; Elstgeest, 1985; Martin, 2000; Liem, 1987; Chiappetta, 1997)

Step Two: Presenting a Challenge to investigate

The traditional hands-on activity moves to a full investigation when the teacher (or learner) poses a "Can you think of a way to..?" question as a precursor to a "Can you find a way to..?" question. The question is used as a springboard for a brainstorming session, which the teacher facilitates. The object is to illicit the learners ideas and write down every possibility that they come up with in a classroom display board.

Step Three: Designing the investigation

Questions and controversy about the most effective method of solving an investigation flows naturally from the brainstorming session. Through the brainstorming the teacher should (a) facilitate each group of learners in choosing the strategy they will explore, (b) facilitate the learners in planning an investigation, and (c) provide whole group instruction as needed to prepare learners for conducting the investigation.

Teachers can begin facilitating learners' efforts to plan an investigation as they change the focus of investigation from theory (Can you think of a way...?) to application (Can you find a way...?).

Once the decision is made to attempt to answer the question with a direct test (experiment), establishing the reporting and product requirements of the activity is essential. Learners should be required to record the question(s) they are trying to answer, the steps they will need to take to find an answer, the results to be recorded, etc. They should also be expected to defend their methods.

Step Four: Conducting the investigation

Although it is imperative that the activity be investigation based rather than worksheet based, it is usually necessary to meet some learners' needs for structure and support with a written job performance aid that might require the learner to plan their investigation by getting them to fill in a form that has the following headings:

• We observed this events.
• It made us wonder about...
• We are going to investigate the following question...
• We predict these findings...
• To answer our question, we will do the following things...
• During the investigation we will record the following...

This hands-on activity can be followed by activities helping children reflect upon how the increased scientific examination of the event affected their understandings and learning (e.g., reflective writing and class discussions).

Step Five: Presenting the results of the investigation

The process of presenting findings to a critical audience is an important part of a full investigation. Thus, it is essential that learners interpret their data, document their interpretations in an appropriate format (.e.g., a bar graph, line graph, table, diagram, etc.), and conclude their activity with class presentations and discussions.

Step Six: Considering implications for future research

For investigations to be effective it is essential that learners reflect on the activities in which they engage within a framework of the understanding of the Nature of Science. Thus, the model used to provide structure to hands-on investigations must include structure that supports this needs. Two ways in which teachers might facilitate learners in this reflective learning are (a) promoting reflections and analysis of the activity in whole group discussions and (b) supporting learners in reflective journal writing. In both of these cases, the teacher can point out to learners that scientists often conclude a research activity by considering the implications of their efforts on future research. As always in investigation-based instruction, teachers should rely heavily upon questioning strategies to guide learners through this stage of the process.

Answer 8

1. title
2. aim
3. hypothesis
4. equipment
5. method
6. result
7. (this is not always but you someitmes need to do this) discussion
8. conclusion