Hands-On Science More Effective

The Answer Is in Hands On Activities, Not in Textbook Learning

Feb 24, 2008

Nations that surpass the U.S. in science teach students by a different method. They don't teach out of a book -- the method is hands-on.

National Science Board

Science and engineering just received a report on how well things are going. Answer? Not that great. The National Science Board has released a report, Science and Engineering Indicators 2008, and it is disappointing. The American educational system is falling behind China and India and has been steadily falling for several years. Why? One reason is ignoring learning styles of students. The primary learning style is no longer auditory. Preferred learning styles are:

Students learn better hands-on. Other nations teach science with hands-on methods. And, learning is more exciting if it incorporates problem-solving and competition. Boys thrive in a competitive environment. The longer boys sit, the less they learn. "A skilled teacher equipped with cheap, hands-on tools like LEGOs, pingpong balls, and hair-dryer-powered hot air balloons can work magic in inspiring future scientists," says Anne Spence. [Anne Spence, Assistant professor of mechanical engineering at the University of Maryland, Education Week, edweek.org, February 5, 2008]

Rigor and Relevance

Many high schools are making graduation requirements tougher and classes more difficult. This is all in the name of school improvement. However, many are ignoring the second component—relevance. What makes education relevant to students? Instead of reading about a bridge—design a bridge and create it. Hands-on learning has a direct connection to the real world. When students see a need for what they are learning, they become much more excited about the information before them. The real-world application is missing from many classrooms. [Anne Spence, Assistant professor of mechanical engineering at the University of Maryland, Education Week, edweek.org, February 5, 2008]

Effective Science Labs

The National Research Council suggested students increase scientific reasoning. One way to do that is to shift the manner in which science classes are taught. Presently, most science classes emphasize book theory first and then graduate to the lab experiments. Teacher Matthew Anthes-Washburn of Boston does things backwards. He allows students to experience the lab setting first, be challenged and use problem solving strategies. Later, he explains the theory behind the challenge. Once the students have the hands-on experience, they are more likely to understand the concept. The brain links the experiment to the theory and retains the information better and longer.

Anthes-Washburn does not have a perfect environment or perfect students. 78% of his student population is eligible for free and reduced lunches. But, each day students that participate in the lessons have been given valuable information that will make the lesson the following day less difficult to understand. They have "experienced" it.

Boys and Science

Science is a natural field for males. Males learn better if active, challenged, and allowed to be competitive. And, boys feel pressure to go into math and science fields. Boys need more active learning and the experiments incorporated into science classes are a perfect match – except that many hands-on activities have been replaced with textbook theories. Instead of experiencing Active Chemistry, students are memorizing equations, data, and regurgitating formulas. By the time students have jumped through all the hoops required by the educational system, much of the enthusiasm for science is long gone.

Australia

Professor Johanna Wyn, director of the youth research centre at Melbourne University, says, "Today’s model of education is an antique that no longer serves our society. I think our educational system is completely outmoded now. It was designed to meet the needs of a mid-20th-century industrial society. The model hasn’t changed, but the world has. It worked once but it’s not that helpful now." [theage.com.au, November 27, 2006]

The copyright of the article Hands-On Science More Effective in Curriculum Issues is owned by Barbara Pytel. Permission to republish Hands-On Science More Effective in print or online must be granted by the author in writing.