Yesterday in class one of my students asked “am I sciencing right?”
After giving him a high five for cleverness, I got to thinking more seriously about that question. In courses like Drama, Art, Music, and Physical Education the students spend a minimal amount of time learning theory, and maximal time practising it. Doing it.
In Science, at least in the introductory courses, there seems to be so much emphasis on basic facts that there is little time left to do science, or as my student would to science. Now, admittedly, there is several centuries worth of background to what goes on in our daily lives. Even up through much of my undergrad studies my courses were pumping me full of background knowledge, with little emphasis on doing science. It wasn’t until my undergraduate thesis and grad school that I got to actually science.
Science is often touted as a subject that requires inquiry, but most science courses actually don’t. Researching facts is an important aspect of science, but it is the preliminary legwork before the actual science begins. When we actually science, we are actively investigating and experimenting, troubleshooting, problem solving, analyzing, and synthesizing. Using our brains, designing, building, testing.
I realize there are some programs, such as the modelling method, that allow (or require!) students to science in high school, but availability and training for these types of programs is not (yet) widespread. I think it’s time to spread the science. If you implement a course, particularly an introductory science course at any level, that is built on students actively doing science, I would like to hear from you. How do you science?