Abstract
This article explores the development of observation in scientific and everyday contexts. Fundamental to all scientific activity, expert observation is a complex practice that requires the coordination of disciplinary knowledge, theory, and habits of attention. On the surface, observation appears to be a simple skill. Consequently, children may be directed to observe, compare, and describe phenomena without adequate disciplinary context or support, and so fail to gain deeper scientific understanding. Drawing upon a review of science education, developmental psychology, and the science studies literatures, this article examines what it means to observe within a disciplinary framework. In addition, everyday observers are characterized and a framework is proposed that hypothesizes how everyday observers could develop practices that are more like scientific observers.
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