Doing Science

Reprinted from The Wild Times Teacher Connection v2n3, Spring 1997.

This page is also available in Spanish: Haciendo Ciencia. by Michael Wilkinson

What is the difference between a science class and "doing science?" It can be a great deal. To really "do science," your students must be engaged in the process of inquiry. Science is all about asking questions and then going about trying to find the answers. This means results can be unpredictable, inconclusive, and always lead to more questions. While this may sound difficult to manage in the classroom, consider this: in doing science, student individualization and comprehension is exponentially increased.

Now, don't get me wrong. There is value in science class and "cookbook" labs. These provide students with the skills to do science. In these controlled situations, specific concepts can be demonstrated. However, students must be given the opportunity to investigate and experiment on their own terms to fully internalize the information presented in class. They need the opportunity to translate that information into their own cognitive construct in a meaningful and lasting manner.

An added advantage that many teachers have found in doing science is that it is often less expensive. In doing science, one must construct experiments and apparatus. Materials can be recovered from the rubbish bin, recycled, donated from a local vendor, or purchased inexpensively in a local market. What remains to be procured can generally be ordered from a supply house. Think about how many ways a two-liter soda bottle can be used. What about film canisters? Even the plastic soup containers from your local Chinese take-out establishment, or the rectangular baby wipes boxes can be used in a variety of ways.

Most of the projects we suggest in The Wild Ones fall within the category of doing science. Children are asked to pose questions and actively participate in the pursuit of answers. Try out the projects and activities suggested in the Teacher Connection On-line.

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