Imagine a classroom of constructive chaos: a group of students is busy as they monitor their work. Another team of students is on the other side of the room redesigning their experiment. They seem frustrated, but are motivated to make their third trial work. In another corner, a student is explaining an article to his research partners that can really
and work within the scientific process of examining a situation, developing a testable question, and formulating a reasonable hypothesis. They practice a cycle of testing and reflection where all data and their organization are crucial to the next steps taken. Written records of data and their analysis are invaluable and are the basis for conversations between peers and the instructor.