Do You See What I See?

Imagine an inkblot.

Now imagine phoning a friend who lives on the other side of the country. Your challenge is to verbally describe to your friend what the inkblot looks like.

Okay, now describe your inkblot with enough detail that your friend can illustrate it accurately.

What words would you use to explain it? How descriptive would you have to be?

Doing scientific research includes a continuous series of similar challenges. The scientist’s job often includes finding a way to communicate abstract ideas in a way that others can understand, and ultimately replicate.

To get the job done, scientists rely on specific terminology and techniques that other scientists understand and know how to use. Teaching young researchers how to tighten their observation skills is essential to any scientific endeavor, especially if that project has long-term ramifications.

Lots of barriers can impede scientific discovery. Teachers who take part in the Ecology Explorers program learn how to overcome those barriers. The program is part of the Central Arizona—Phoenix Long-Term Ecological Research project run in part by scientists at ASU’s Center for Environmental Studies.

Last spring, a dozen Phoenix-area elementary, intermediate, and high school teachers took part in a day-long workshop. One exercise was designed to improve the teachers’ understanding of the data gathering processes commonly used in science. They also learned how to relay those skills to students at different learning levels.

The exercise began with a game. Just like the inkblot exercise above, teachers paired off, sitting back-to-back. One teacher explained the inkblot while the other tried to draw it unseen. The illustrators were not allowed to ask questions. They could only rely on the description provided by their partners. In this instance, the final drawings were way off the mark. Teachers learned firsthand how a lack of common terminology and detailed observation skills can lead to useless gibberish.

Later in the day, teachers got the opportunity to apply newfound understanding during a second exercise. This time the task was to describe the leaf of a common houseplant.

The keys to success were common knowledge among the teachers of basic leaf parts, shapes, and botanical terms. Once such skills are mastered, comparing research notes and adapting skills to age-appropriate and practical classroom exercises seems less daunting.—Lynette Summerill