What would be a better way to teach young children about the nuances of the scientific method? This isn’t meant as a snarky reply. I’m reasonably confident that Tom Murphy is onto something here, and I doubt most elementary school science fairs are optimized for conveying scientific principles with as much nuance as possible.
But it’s not clear to me what sort of process would be much better, and even upon reading the full post, the closest he comes to addressing this point is “don’t interpret failure to prove the hypothesis as failure of the project.” Good advice to be sure, but it doesn’t really go to the “dynamic interplay” that he characterizes as so important. Maybe instruct that experiments should occur in multiple rounds, and that participants will be judged in large part by how they incorporate results from previous rounds into later ones? That would probably be better, although I imagine you’d start brushing up pretty quickly against basic time and energy constraints—how many elementary schools would be willing and able to keep students participating in year-long science projects?
That’s not to say we shouldn’t explore options here, but it might be that, especially for young children, traditional one-off science fairs do a decent enough job of teaching the very basic idea that beliefs are tested by experiment. Maybe that’s not so bad, akin to why Mythbusters is a net positive for science.
Well, doing experiments to test which of several plausible hypotheses is more accurate, rather than those where you can easily guess what’s going to happen beforehand, would be a start. (Testing whether light can travel through the dark? Seriously, WTF?)
What would be a better way to teach young children about the nuances of the scientific method? This isn’t meant as a snarky reply. I’m reasonably confident that Tom Murphy is onto something here, and I doubt most elementary school science fairs are optimized for conveying scientific principles with as much nuance as possible.
But it’s not clear to me what sort of process would be much better, and even upon reading the full post, the closest he comes to addressing this point is “don’t interpret failure to prove the hypothesis as failure of the project.” Good advice to be sure, but it doesn’t really go to the “dynamic interplay” that he characterizes as so important. Maybe instruct that experiments should occur in multiple rounds, and that participants will be judged in large part by how they incorporate results from previous rounds into later ones? That would probably be better, although I imagine you’d start brushing up pretty quickly against basic time and energy constraints—how many elementary schools would be willing and able to keep students participating in year-long science projects?
That’s not to say we shouldn’t explore options here, but it might be that, especially for young children, traditional one-off science fairs do a decent enough job of teaching the very basic idea that beliefs are tested by experiment. Maybe that’s not so bad, akin to why Mythbusters is a net positive for science.
Well, doing experiments to test which of several plausible hypotheses is more accurate, rather than those where you can easily guess what’s going to happen beforehand, would be a start. (Testing whether light can travel through the dark? Seriously, WTF?)