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This bears repeating:Again, how do either of these cases cast doubt on the usefulness or validity of the scientific method in understanding the physical world around us?
amasci.com said:CORRECTED: THERE IS NO SINGLE "SCIENTIFIC METHOD." IT IS A MYTH
The rules of science fairs typically require that students follow THE
SCIENTIFIC METHOD, or in other words, hypothesis-testing. The students
must propose a hypothesis, test it by experiment, then reach
conclusions. This supposedly is "The Scientific Method" used by all
scientists. Unfortunately this is wrong, and there is no single
Scientific Method as such. "The Scientific Method" is a myth spread by
school books. It is an extremely widespread myth, but this doesn't
make it any more real. "The Scientific Method" is part of school and
school books, and is not part of real science. Real scientists use a
large variety of methods (perhaps call them "The Methods of Science"
rather than "The Scientific Method.") Hypothesis-testing is one of
these, but it certainly is not the only one, and it would be a mistake
to elevate it above all others. We shouldn't force children to
memorize it, and we shouldn't use it to exclude certain types of
projects from science fairs.
For example, if a scientist has a good idea for designing a new kind
of measurment instrument, that certainly is "doing science", but where
is The Hypothesis? Where is the experiment? The Atomic Force
Microscope (STM/AFM) revolutionized science, but wouldn't such a
project be rejected from many science fairs because it's not an
experiment? There are many parts of science which cannot easily be
forced into the "hypothesis/experiment/conclusion" mold. Nobody
performs Astronomy experiments, or Paleontology experiments. Forcing
kids to follow a caricature of scientific research distorts science,
and it really isn't necessary in the first place.
Another example: great discoveries often come about when scientists
notice anomalies. As Isaac Asimov said: "The most exciting phrase to
hear in science, the one that heralds new discoveries, is not
'Eureka!' (I found it!) but 'That's funny...' " This suggests that
important science comes NOT from proposing hypotheses or even from
performing experiments, but instead from learning to see what nobody
else can see. Discovery comes from something resembling "informed
messing around," or unguided play. Yet many educators treat science as
deadly serious, and "messing around" is sometimes dealt with harshly.
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