The most common type of scientific enquiry that is carried out in schools is the fair test. In this type of enquiry, a single variable is changed while all others are kept the same. While this is a very good way to answer some types of questions, it is not the only type of enquiry that can be used in the classroom.

Some studies have shown (AKSIS Report 1998) that fair testing can dominate, and over 50% of all practical activities involved a fair test–type activity. Children can be led to believe that only “fair” tests can be trusted. From observing student teachers I’ve often found this – that whenever a practical task is planned for a lesson it is always a fair test style investigation.

Now, there are many occasions when a fair test is the best method for the question being asked, such as finding out which surface is the best for stopping a runaway car at the bottom of a ramp. The size of car, height of the ramp and position the car is let go from should all be kept the same. Only the material at the bottom of the ramp should be changed (sand, grass, carpet, gravel etc. – these are the variables). And if that’s the best way of answering the question, then by all means do a fair test.

But as well as the fair test, there are other types of enquiry that are just as valid, but are often overlooked

Observing over time: Taking measurements or observations over a week/month or longer. For example “How will our compost heap change over time?”

Identifying and Classifying: Putting things into different groups based on observable properties. For example “which clothes will keep us cool in the summer and which will keep us warm in the winter?”

Pattern Seeking: Looking for patterns in sets of data. For example “do tall plants produce bigger seeds than small plants?” or “Does foot size relate to height in humans?”

Research (using secondary sources): Using books and the internet to find out things that might be difficult to test in the classroom. For example “how did people tell the time before clocks?”

Problem Solving is often included here as well. Giving children open-ended challenges that require multiple tests and improvements to their plans – such as protecting an egg from falling, or building the fastest balloon-powered car.

This video explains more:

Planning for Science Enquiry

Here are some other things to consider when planning to carry out different types of scientific enquiry:

Observation Over Time: Data collection

Think about how the children will collect their data. Could you provide them with a data collection sheet with boxes ready for them to enter their observations? For a moon calendar, this could be a page of circles for them to shade. It could be a series of boxes for them to draw what their germinating seed looks like every day.

Classifying and Identifying:  Hula Hoops

Children could sort objects into groups using hula hoops or circles drawn on large sheets of paper. Real objects could be sorted, or photographs. For more advanced grouping the hoops could overlap to form a Venn diagram. Encourage the children to talk and describe the different objects. Encourage them to use key vocabulary to describe the objects and to explain the reasons for their choices.

Research: Presentation planners

Try and avoid having children just copy and paste whole chunks from Wikipedia. Provide grids with helpful hints for students to structure their research and resultant presentation. For example, when finding out about a famous scientist it could contain questions to help structure a presentation about their life. You could use graphic organisers to help scaffold the information they collect.

Students could also use more visual ways to demonstrate what they have found out, such as creating mind maps or posters to show key learning and main facts.

You might not know, but there’s a simpler version of Wikipedia that you could direct children towards called Simple English Wikipedia.

Fair Test: Planning Posters

When carrying out a fair test investigation, using sticky notes can be a useful tool to help children think about the variables involved.

Ask the children to write down all the things (variables) that could possibly change onto separate sticky notes. They then select the one sticky note that they will change in their investigation, and move it away from the others. All the other sticky notes will be things they should keep the same. They can also write down the things they could measure on different coloured sticky notes, and again select the one they will measure and leave the others.

They could also use a planning sheet for structuring their investigation, like these from TAPS or this interactive planning tool like this from CIEC.

Other Links

If you’re looking for more support with scientific enquiry approaches, here are some other sites to check out.

Seerih : Enquiring Science for All

Enquiry Approaches from Primary Science Teacher Trust

Enquiry Skills

Working Scientifically in the Primary Classroom booklet by CIEC

Ogden Trust : Working Scientifically and Fair Tests

The AKSIS Report mentioned in the video can be found here, although it’s a bit old now. I’m not sure if there are any more recent studies. If you know of any, let me know in the comments!