Abstract
the experiment), and uses this information to design the next experiment. Because winning depends on reducing the 6 4 =1,296 possible solutions to one in the fewest possible experiments, sound logical reasoning and good experimental design are essential. The game therefore provides a simple, practical framework for the discussion and practice of important scientific skills. It’s also fun to play. In this report, we will describe opportunities for lessons and discussions concerning scientific reasoning that often occur during gameplay. We will also present ideas for adapting the game as a classroom or lab exercise.
Highlights
In order to develop into effective researchers, educators, and science professionals, students must internalize basic principles of scientific reasoning and experimental design
We propose that the game can be used to teach specific lessons and spark discussions about scientific reasoning, covering topics such as sound experimental design, hypothesis-testing, careful interpretation of results, and the effective use of controls
ORANGE must be in second position
Summary
Using the Game of Mastermind to Teach, Practice, and Discuss Scientific Reasoning Skills. We discuss the potential for using the game of Mastermind as a tool to help students develop logic skills, design effective experiments, and discuss scientific reasoning in the classroom or lab. We propose that the game can be used to teach specific lessons and spark discussions about scientific reasoning, covering topics such as sound experimental design, hypothesis-testing, careful interpretation of results, and the effective use of controls. In the examples provided here, the code is an ordered sequence of four colors, selected from six possible colors: RED, BLUE, GREEN, YELLOW, ORANGE, and PINK. The code has both RED and BLUE, and either PINK or ORANGE (but not both). V. Based on experiment 2, either PINK is in first position or ORANGE is in second. The code is broken on the sixth attempt, so the codemaker receives six points
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