Observation: nurturing the first skill of science

Observation is more than simply noticing something. It’s something we all begin doing intuitively in childhood. All science begins with close observation and direct experience of the physical world. From that foundation, children can gather evidence and work out answers for themselves, rather than just describing what others have found.

Research on Steiner schools in Austria, drawing on PISA 2006 data, highlighted the strengths of their observation-based approach to science teaching. Children learn deeply through observation, and scientists rely on it to collect data, form hypotheses and build theories. Giving children this mindset early is a real gift.

Why observation?

In his 2015 film Conserving Wonder, Sir David Attenborough sits among children at an outdoor lesson and makes the point that if children don’t grow up knowing and appreciating nature, they won’t understand it – and if they don’t understand it, they won’t protect it.

Observation nurtures connection with nature and wonder at our natural world. If we see it as the first step in children’s science education, we can make purposeful space for it.

Start with the weather

Observing, recording and understanding the weather is a great start. We’re all affected by the weather, and children relate to it easily.

Weather is observable and measurable. It’s the perfect way to introduce scientific thinking without it feeling forced. Imagine waking up and asking your child: what do you think the weather will do today? That’s a theory. Head outside and see – that’s testing it through observation. You’ve just done your first experiment: forming a theory, testing it and drawing a conclusion.

A looming thunderstorm, the first snowy day or the heat of a summer afternoon all lead to important “aha!” moments. Connecting observations to measurements makes meteorology exciting, which is why a family or school weather station is such a great idea. Look for patterns together in rainfall, temperature or snow over the years.

It cultivates interest. Working outside with children, on a level that resonates with them, grows a lasting interest in science.

It builds awareness and can ease worries. Understanding how weather and nature work helps children see their impact on the environment. For some children, learning how storms work eases their anxiety – things are often less scary when we understand them.

It leads into other subjects. Weather opens conversations about farming and food, and is a natural launch pad for the water cycle or habitats.

Nature boosts learning

Research has linked time in nature – a walk in the park, or even a green view from the window – with better focus, greater engagement in class and more creativity, all of which help scientific thinking.

Busy life? Small ways to connect

It’s not only children who need nature. Here are some quick ways to bring it into a hectic week:

• Bring a plant inside, or grow herbs on the windowsill.
• Bring in the scent of the outdoors – plants such as pine release natural aromatic compounds.
• Take green micro-breaks. A University of Melbourne study found that looking at a green view for just 40 seconds helped restore concentration. Try it during homework.
• Walk or exercise outdoors together instead of indoors.
• Walk barefoot on grass or sand.

Children deserve a scientific foundation that empowers them to question, excites them to explore and gives them a framework to examine. To solve tomorrow’s problems we need bright, engaged people who think with imagination – and that imagination grows through exploring and knowing the natural world.

Our Moon Workbook and Farming Through the Year workbook are full of observation-based activities.