Science of Education

• Confirmation Bias
• Data
• Hawthorn Effect
• Outlier
• Pattern
• Sales pitches are not science.
• Science 

Confirmation Bias

Part of our Science Terms for Educators Series

We find things that confirm what we already believe in. This happens a lot when people hunt and peck through things to find something that backs up what they already have decided is true (or needs to be done). 

Science is the search for the truth, not finding things that back up what you think to be true. 

What can we do instead?

Broaden your perspective. Look at a wide variety of things – don’t just seek out what is going to back up what you prefer. 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 heaps of new information as well. There’s a whole host of scientific things that have surprised me recently – most notably that citronella doesn’t actually repel mosquitoes. 

Want more information? Check out:

• 3 common thinking traps and how to avoid them, according to a Yale psychologist

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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.

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, survey results.

Qualitative data

Examples of qualitative data in schools include case studies, narratives, 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.

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Hawthorn Effect

Also known as the Henry Effect. 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, both to students and teachers. 

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.

Want more information? Check out:

• 10 Correlations That Are Not Causations

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Outlier

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. 

Want more information? Check out:

Glossary of Common Scientific Terms – Science Journal for Kids and Teens

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Pattern

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. 

Also, 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.

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Sales pitches are not science.

There are tons of great educational companies out there. Their job is to sell their product to make money to keep their jobs. That inherently isn’t bad. However, a sales pitch that touts ‘evidence-based’ programs or ‘data’ is still just a sales pitch. We have to dig deeper to know if there is any real science behind the work. Unfortunately, I have seen many companies that just study what they do, slap a, “Works great!” label on it, and off they go. Their goal is to sell product, afterall.

What can we do instead?

Look for things that are backed by science – meaning they are based in and reference peer-reviewed published studies and concepts. Otherwise, we fall victim to one big confirmation bias (see above). Just remember, common sense can go a long way here. If it sounds too good to be true, it probably is.

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