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Discrepant Events

Discrepant events are phenomena that produce unexpected or surprising results contrary to normal expectations. They are used in science teaching by first presenting a discrepant event to students, then having students investigate and seek explanations to resolve the discrepancy. This engages students through observation, experimentation, and developing explanations. When used properly, discrepant events stimulate student interest and motivation to learn by invoking a "wanting to know" feeling and teaching the scientific process of investigation.

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356 views6 pages

Discrepant Events

Discrepant events are phenomena that produce unexpected or surprising results contrary to normal expectations. They are used in science teaching by first presenting a discrepant event to students, then having students investigate and seek explanations to resolve the discrepancy. This engages students through observation, experimentation, and developing explanations. When used properly, discrepant events stimulate student interest and motivation to learn by invoking a "wanting to know" feeling and teaching the scientific process of investigation.

Uploaded by

matrozi iptv
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Discrepant Events

Introduction/Definition
• Discrepant Events are phenomena that seem to run
contrary to what we normally expect. The outcomes or
results are very different from what we might think would
happen
• J. Richard Suchman (1962) developed the use of
Discrepant Events as an inquiry technique for science
teaching and learning
Three General Steps
• SET UP A DISCREPANT EVENT. The event is presented to gain attention,
increase motivation, and encourage students to seek ways of solving the
discrepancy. The stage is set for learning because they are faced with a
question or problem they will want to solve.

• PUPILS INVESTIGATE TO SOLVE THE DISCREPANCY. Pupils will be


anxious to seek an answer. They will often engage in the purposeful activities
of observing, recording data, classifying, predicting, and experimenting.

• RESOLVE THE DISCREPANCY. Students will likely answer many of the


questions posed by the discrepant event through their own investigations.
They will have learned something about using the processes of science. By
this time the students have a vested interest in the outcome. Even if they do
not discover all the answers themselves they will still be more interested in
hearing the explanation than they would be if it were some abstract principle
from a book.

– Friedl, Alfred E. (1995). Teaching Science to ChildrenNew York: McGraw-Hill, Inc


Example
• Water is expected to run downhill, not uphill; ice is
expected to melt at 0 degrees Celsius, not 10-15
degrees below 0.
• These are examples of discrepant events. Such events
are best described as being unexpected, surprising, or
paradoxical.
• A good discrepant event leaves the observer "wanting to
know".
• It has long been used by science educators to stimulate
students' interest and motivation.
• They leave the observer with a ‘wanting to know’ feeling.
The approach is student centered and requires the
students to ask questions in their search for answers
Conclusion
• From my point of view as a student/teacher this
is the only way to teach science.
• It's fun, it's memorable and it teaches the
students what they really need to know, how to
get the answers.
• The teachers, can never teach students
everything there is to know so we must teach
them how to learn, research and discover
independently

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