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OTOBIT stands for Observe This Object (or Occurrence) Before Intensive
Thinking. This important topic came up in the discussion of ambiant
radioactivity. Referring to a suggestion that radioactivity can be
studied in elementary courses Mark Shapiro (shapiro@SPUTTER1.FULLERTON.EDU)
wrote:

>>   In any event I would like to encourage everyone on the list to
>>   do what we tell our students to do before we have them embark on
>>   a research project...namely, read the literature!

Responding to this comment Mark Sylvester (   ) wrote:

>    It depends on what you're trying to achieve. What we are looking
>    for is not "real" research projects, but, as Ludwik likes to point
>    out, opportunities for research-like experimental projects that
>    can be done within the limits of a school lab. Puzzling over the
>    phenomenon on the way to getting hold of the right answer is part
>    of the fun which we like to proclaim physics to be. "Play with it"
>    is the advice I give to a student trying to understand something
>    new. It seems almost a pity to read up somebody elses solution
>    _before_ appreciating the nature of the problem.

Reading the literature is certainly a preliminary step in a dissertation
project but is it really important in elementary courses? In my opinion
the emphasis on reading, unless it is limited to a textbook, can create
another barrier for learning physics (mathematics as a barrier was discussed
earlier on this server). Watching what happens, trying to explain it in
words, and forming an UNBIASED opinion about it, are more important than
reading what others have said about the topic. Reading and mathematical
analysis are parts of INTENSIVE thinking; these important elements of
refined learning should not interfere with natural (CURIOSITY-DRIVEN)
investigations of children (and adults?).

At what level of teaching should "reading the literature" be put before
the "unbiased investigations" guided by "what I already know" about the
subject? The OTOBIT topic is very important and I would very much like
to know what other teachers have to say about it.

Please note that the acronym can be read backward meaning "Think
Intensively Before Observing This Object (or Occurence)". When and how
should we start shifting from OTOBITing to TIBOTOing? And what should
we do to promote these activities in our classes?

             Ludwik Kowalski        kowalski@apollo.montclair.edu