AN EMPIRICAL-TEST OF A TAXONOMY OF RESPONSES TO ANOMALOUS DATA IN SCIENCE

The purpose of this study was to test a taxonomy of seven proposed res ponses to anomalous data. Our results generally supported the taxonomy but indicated that one additional type of response should be added to the taxonomy. We conclude that there are eight possible responses to anomalous data: (a) ignoring the data, (b) rejecting the data, (c) pro fessing uncertainty about the validity of the data, (d) excluding the data from the domain of the current theory, (e) holding the data in ab eyance, (f) reinterpreting the data, (g) accepting the data and making peripheral changes to the current theory, and (h) accepting the data and changing theories. We suggest that this taxonomy could help scienc e teachers in two ways. First, science teachers could use the taxonomy to try to anticipate how students might react to anomalous data so as to make theory change more likely. Second, science teachers could use the taxonomy as a framework to guide classroom discussion about the n ature of scientific rationality. In addition, the taxonomy suggests di rections for future research. (C) 1998 John Wiley & Sons, Inc.