KLEIN's
GUIDE TO
SCIENCE EDUCATION
PHOTO CREDIT: Nadene Klein at Tuolumne Meadows Yosemite National Park
Video games, movies, social media....these indoor activities consume the time of our young people. They aren't spending enough time outside nor connecting with nature. Surprise: they still love to do that. Last week I took my classes outside for a lesson that I'll share in a moment. Since then, they beg me to take them out again. Even a simple traditional lesson becomes more engaging when done outside.
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Today I had a most rewarding experience because my lesson/lab did NOT go according to plan. Students were to find the density of two "mystery" rocks to determine which of the two were quartz. Science Teacher Rule #1: Always test an experiment before having students do it. I only did that partially.
I'm so proud of how my students looked at their data and began critically thinking. They determined that something was amiss and did not accept the lack of their findings. 100% if the students went back and redid their measurements and calculations certain that they had made an error as neither rock had a density of 2.75 g/mL. They persevered and showed resiliency. (Have I used enough 21st Century Skill terminology yet?) Students rallied together and shared data and confusion. They concluded that there was either human error or our equipment is faulty. I shared with them a 3rd option....As it turned out, neither of the rocks were quartz. The container I got them from was mis-marked. I let them believe that I had it planned that way the whole time. GULP! I made the offer that tomorrow to follow up, students could either write their conclusion stating that their results were inclusive that neither rock was quartz OR they could find a more extensive density standard chart and find out what the rock really is. Can't wait to find out too! Students were so flexible in switching gears and thinking that suddenly this lab was about critical thinking and true scientific exploration rather than just figuring out density. Nonetheless, they still figured out density. And I, I figured out that sometimes the best lesson is the one that goes wrong. Scientifically yours, Nadene The following is true of most subjects in school, not just science.
Sometimes we spend too much time having the students fit into the standards rather than figuring out how to have the standards fit our students. I've begun working at an alternative high school. Some students might only be in my science class for one quarter. Instead of cramming in the content described by the standard for the sake of checking the done box. I've decided to take a different approach. The standards are important guidelines to be followed. For me those are the Colorado Academic Standards (CAS) and the Next Generation Science Standards (NGSS). They are broad and general. If I survey my students to find out what they are interested in, I can easily fit their passions within the umbrella of the CAS and NGSS. Most importantly, I'll have stronger buy-in from my students. Who cares if we spend more time on one topic and skip another when thinking, cross-cutting, and 21st century skills are still employed? For me, my kids come first. This is why it is still called the ART OF TEACHING. I once had a student in my 8th grade science class who sought out the school counselor in order to try and get out of my class. Months later the counselor relayed the story to me. Apparently, this young man liked me and my class and my way of teaching. HOWEVER, he had the mind of an artist. He wanted out of my class because he was afraid that the more science he learned, the less beautiful the world would be to him. He worried that science would remove to much of the mystery and he would not be able to enjoy the world any longer.
I've heard of this fear before. I wish I had the chance to speak with this student about it, but his case was kept confidential until the school year was over. I've come to learn that more times than not, learning the science behind a phenomenon makes it all the more beautiful. To realize how all the right parts have to fit together in all the right ways and behave just so to create this thing only accentuates the beauty. Perhaps this is the message with which to begin each school year when speaking in part of the purpose for having science classes in school. Side note: The young man did finish the school year in my class and did very well. Scientifically yours, Nadene |
AuthorNadene Klein, M.Ed. has been an educator for over 25 years. She brings a passion and love for science to the classroom and through this blog to you. Archives
March 2024
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