Another way in which a good sounding idea for science education has been poorly executed on average is the introduction of hands-on science. Ideas are supposed to be learned through doing experiments. However, textbook quality is generally quite low, and when executed by the average science teacher the experiments become mindless tasks, rather than learning experiences.
I have two daughters going through public school education in a relatively wealthy county in CT (so a better than average school system) and I have not been impressed one bit with the science education they are getting. Here is an example – recently my elder daughter had to conduct an experiment on lifesavers. OK, this is a bit silly, but I have no problem using a common object as the subject of the experiment, as long as the process is educational. The students had to test various aspects of the lifesavers – for example, does the color affect the time it takes to dissolve in water.
The execution of this “experiment” was simply pointless. They performed a single trial, with a single data point on each color, and obtained worthless results that could not reasonably confirm or deny any hypothesis. By my personal assessment, my daughter learned absolutely nothing from this exercise, and afterwards complained that she was becoming bored with science.
Friday, December 4, 2009
Teaching How Science Works, by Steven Novella MD at Neurologica Blog
Dr. Novella discusses particular curricula, and then makes an observation based on his childrens' experience.