Teaching is hard. Science can help. Check out some common science terms that can help educators do their jobs just a little bit better.
Confirmation Bias
A confirmation bias is when we look for things that confirm what we already believe. It can happen when analyzing our own data as well as looking to cite evidence from another source. We have to be aware of it, so that we aren’t just only looking to back up our own predetermined beliefs. Science is the search for the truth, not just finding things that back up what you think to be true.
What can we do instead?
Broaden your perspective to look at a wide variety of possible explanations. This also helps foster a mindset where we are challenging what has always been presented as true. Sure, you’ll find things that align with beliefs you already have. But on the flip slide, you’ll learn lots of new information as well. The answer might not always be what you think, and that’s a good thing.
Want more information? Check out:
Data
Data is information collected together, usually by observation. Data can be numerical (quantitative) or descriptive (qualitative). The type of data should fit what you are trying to study. One is not greater than the other – both have value.
Quantitative data
Examples of quantitative data in schools include assessment results scores (classroom, district, and state), attendance, graduation rates, GPAs, some discipline records, class sizes, and survey results.
Qualitative data
Examples of qualitative data in schools include case studies, descriptions of behaviors, narratives, and some discipline records.
Want more information? Check out:
- What is Data? – Guides at University of Houston
- Types of Data and the Scales of Measurement | UNSW Online
- Types of Data – Education Data and Statistics – Research Guides at Harvard Library.
Hawthorn Effect
The Hawthorn Effect (also known as the Henry Effect) is when the subjects being studied act differently because they are being studied. Human behavior is so complex. Sometimes subjects will perform for the observer consciously. Sometimes the behaviors change without the subjects being fully aware of it. This applies to people of all ages, so in school, it can happen when observing both students and staff.
What can we do instead?
Be aware that observation has an impact on behavior. Use all the evidence available, including information collected when the subject(s) aren’t aware of an observation.
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Outlier
An outlier is a data point that doesn’t match the rest of the pattern. In quantitative data, usually a number that is too big or too small to be part of the data set.
How can this be used in schools?
It’s helpful to know that some things are just not going to match up. Maybe that’s a test score or a particular behavior. Knowing what the pattern is and also knowing what doesn’t fit helps educators understand how to respond to the evidence.
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Pattern
A pattern is a recurring sequence which happens consistently. Patterns can be seen in data, events, and behaviors. Basically, something that repeats often enough to be predictable.
Patterns can change. This might indicate a trend.
It is helpful to know that a data point that doesn’t fit a particular pattern is called an outlier. Outliers happen, and while we can note them, they aren’t always cause for concern.
How can this be used in education?
Identifying patterns can be useful when talking about students, both in terms of behavior and academics.
Katie Budrow 