An activity students can do at elementary and high school levels is to name sets of data through classifying information according to similar traits. Provide students with a set of basic data for them to identify larger concepts. Students search for patterns and propose a generalization supported by examples. One example is to provide students with a list of foods and have them break the foods into three categories. Based on the items placed in each category, students identify titles for each group. Students identify generalizations made regarding the information and classification. The teacher allows discussion and comparisons of students conclusions.
Students in middle and high school are provided with a set of data to identify patterns observed. Students draw conclusions based on the data, recording observations and answering questions regarding those observations. Students then compare results and draw conclusions before key concepts are introduced. One example is to provide students with earthquake data over a period of time. Students plot the information on a map along with identifying well-known volcanoes and then identify seismic patterns and existing correlations between volcano and earthquake activity.
California State University offers an extensive collection of data lists for students to use in identifying patterns and drawing conclusions based on data. One example of the data provided involves the behavior of pendulums. Students use the data to describe the correlations observed among mass, length and period of a pendulum. Data lists are available for all science topics and concepts and serve as a great tool for varying inductive thinking activities as a regular part of science instruction.
Inductive thinking is unlike deductive thinking where the conclusion has to be true based on the evidence. With inductive reasoning, there is no logical progression from evidence or facts to conclusion. In inductive reasoning, conclusions are based on observations made by analyzing facts, leaving room for error in judgment. Inductive thinking in science class is essential for students to generate hypotheses and theories, and explore generalizations and observations so they can draw conclusions. Science discoveries depend on this inductive reasoning process.