NSTA has identified three major features of students who actually “Do” science.  The first of these is Human explorations of the natural world. The second includes Explanations of the objects and events encountered.  And the third requires Evidence to support the explanations proposed. These features should be incorporated in science teaching for all students to ensure that students experience the actual “Doing of Science!”

We want students (and teachers) around the world to experience science in every K-16 science classroom. If we’re doing it right, students will “question”, “think creatively”, and “gather evidence” continually to support the explanations. It is especially important that the validity of the explanations proposed be established. Such experiences with “science” are not typically taught to students by science teachers. All (both students and teachers) should share explanations and interpretations about objects and events which they themselves have encountered.

The use of textbooks, laboratory manuals, teacher lectures, and other quick fixes for teacher actions are all opposite examples of “doing” science. Evaluating what students merely remember and repeat individually and/or collectively does not result in real science learning. Students must formulate their own ideas, including minds-on experiences, to really understand all aspects of “doing” science.

G. G. Simpson explained the “doing of science” looks like this:

1. Asking questions about the objects and events encountered;
2. Formulating possible answers/explanations;
3. Collecting evidence in nature to determine the validity of the explanations offered;
4. Checking on other attempts made by other experts; and
5. Sharing the solution(s) with others.

“Science” is not like art and drama where teachers admire and/or criticize the performances of their best students. “Science” starts with unknowns and then seeking answers to explain them!

 Robert E. Yager

Professor of Science Education

University of Iowa

Finding bits of clay pottery made and discarded by people hundreds of years ago reminds me of how this useful material can be a valuable addition to a preschooler’s experience. Of the earth but not commonly found on playgrounds, clay could be regularly provided in a bin for sensory experiences or building material. It can be made into almost anything! I wrote about the process we used to introduce clay work in the Summer 2015 issue of Science and Children.

When children first encountered the clay indoors at a table, they were immediately drawn to this new material. After working with the clay, children realized that it stuck to their hands, and some began to purposefully coat their hands in a way they could never do with playdough. This same property made other children avoid the clay. Having a system to rinse off hands in a tub of water after clay work, and before washing them, helped children feel comfortable with the “stickiness” of clay, and saved the excess clay so it didn’t get washed into the drains. Because the children were so used to the feel and texture of playdough, it took some time for them to capably shape it into balls, snakes and castles.

We made sticks available and the children incorporated the two materials. It was interesting that the class of older twos and the class of fours both approached the materials in the same way–sticks stuck into a base of clay. In the fall I will introduce the clay on the playground and see what the children do with it as they have even more time to learn its many uses. It can be used to model 3D forms, draw on its surface, and paint with in a watered down form. Will they incorporate sticks and leaves, decorate it with pinecones or knead in sand to create a new building material?