See Essential Skills for a Modern World for an overview of this series on science and critical thinking skills. I discuss science and scientific thinking in the post Follow the Ant and curriculum in Curriculum for Teaching Science and Scientific Thinking. Critical thinking is up next. Stay tuned.
“Mom! Look at this!”
I leave my vegetable garden to join my younger son in his crouch over the remains of a parsley plant. Just days ago, we’d picked a few healthy sprigs for a soup, but today, I can only find a few intact leaves. What happened?
“Look, mom!” My son points at a small caterpillar stretched across a stem, inching toward the remains of a leaf. We watched, silently, focused on our visitor/thief. It took a moment before I saw the rest of them, six or ten similar caterpillars marching and munching. At only a few centimeters long, skinny with yellow, black and white, they were attractive. Fascination quickly replaced annoyance with our garden guest as we explored the nearby plants, inspecting them for visitors and damage. Only the parsley was eaten, with the flower to its right and the tree to the left untouched and uninhabited.
After a long observation, we went inside to research what we’d seen. Using an insect field guide, we identified the caterpillar as the larval stage of a swallowtail butterfly, common to our area. We returned the next day to check on our friends, but they’d stripped the plant and, apparently, moved on. The parsley plant rebounded, but was never touched again that season. We never finding a pupae nor an adult swallowtail. We’d done science, though, and that was satisfying.
My children’s science education started early, although it was one of the last subjects I taught formally. Before my older son was three, I named the plants for him. Hydrangea. Tulip. Black-eyed Susan. Boxwood. Dandelion. I’d named other parts of his world: His trains from Thomas the Tank Engine. Animals at the zoo. Colors. Letters. Numbers. Foods. Adding the flora of our yard just made sense. Is naming science? Certainly. Naming fills the sciences. Our planets, stars, and galaxies have names, as do elements and compounds. Taxonomy alone would make for a meager science education, but it’s a lovely place to start.
Naming gives a common language for what happens next in a child’s science education: Questions. While “What’s that?” is the refrain of the toddler, “Why?” is the mantra of the preschooler. Sometimes, we don’t know. It’s okay to say that. We’d be wise to model their question-asking by wondering aloud back to them. Why does the bee sting? Why does the ice melt? Why do the stars twinkle? Why don’t the planets? We can ask without answering, allowing time for wonder.
Scientists, the ones in labs and in the field, after all, don’t have all the answers. They have questions that are borne from observations paired with wondering, and they look for answers, but answers, the hard and firm kind, are often elusive, and life-long scientists are used to having more questions than answers.
Teaching our children and ourselves science and scientific thought required that we do three things:
- Observe the world, both natural and technological, naming what can be named.
- Name what you see. If you can’t name it, see if you can get close.
- Ask questions about what we see, wondering how that world works.
- Through research, experimentation, and more observation, pursue answers to those questions.
It doesn’t require the right curriculum (or any at all) or an advanced degree in science or math. It simply requires curiosity and the willingness to think about what is, wondering why and searching for answers.
Observation is simply a matter of practice. Take time to follow the ant. Watch the clouds move across the sky. Take off the back of your computer and look around. Turn your houseplants and watch their leaves turn back to the light. Take a magnifying glass to the mold on your bread. Watch yeast come to life when you go to bake new bread.
Observation can go beyond our homes and haunts. Nature and science videos — well done ones from reputable folks (most NOVA, Cosmos, David Attenborough, etc.) offer fine views of what we can’t see locally. The internet offers us even more, although use caution when taking your science observation online. Not all you may see is real, and using good critical thinking skills to sort through sites is a must (more on those skills in the next post). NASA.gov takes us to the stars and beyond. The Periodic Videos bring us chemical reactions we should not try at home. BBC Nature provides images of the very big, very small, and very hidden. While nothing beats observing the natural world unfold in real life, these sites and more can bring the big, small, and hidden into view.
Name what you see. Our best research tools at home are a set of field guides. While we buy some new, we’ve picked up most at used bookstores over the years. (Don’t be put off by old editions. A cardinal from the 1960s is still a cardinal, although given climate change, you may want a more current source for its geographic range.) Find guides for flowers, birds, trees, garden plants, clouds, and rocks and more. Yes, you could use guides designed for cell phones, but, for me, it’s easier to page through pictures in a pocket-sized field guide, looking for a match than to peer in bright sunlight and tiny images on my phone. Either way, look it up. Name what you’re seeing.
Ask questions. Specifically, teach your child to ask questions by asking them yourself. When first guiding a young child in this process, ask questions you know the answer to along with ones you don’t. It’s good for kids to hear an adult say “I don’t know,” followed by “What do you think?” That’s science. Use naming language in your questions as much as possible. “What’s that male mallard duck doing when he sticks his head under the water?” “How does that penicillin treat your strep throat?” Use the language of science — specific names paired with specific events — as you form your questions.
Pursue answers. Look up what you don’t know. Some families keep a notebook handy on walks for questions to look up later. We’re not one of those families. (I figure what we remember to pursue is what caught our attention the most.) Again, be careful of the sites you trust when taking science online.
Then take the next step. Do the experiment. Does the yeast bubble (respiration — releasing carbon dioxide) at a different rate if the water is cold than if it is warm? What does hot water do? If you add a bit of sugar, does that change the process? Plenty of experimentation can be done at home without fancy equipment. Resist buying books of experiments. While these guided demonstrations can lead to better understanding of a principle, they rarely have the child ask the question. Instead, the question is provided along with the answer.
You can use those books of experiments to spur questions, however. Use the lab as a demonstration punctuated with questions like “What do you think will happen if…” and “What do you think is happening?” Or turn a lab into a demonstration and let the questioning begin. Consider the experiment where the hard-boiled egg pulls into a bottle when the flame at the bottom of the bottle burns out. It’s a study of temperature and air pressure. Rather than doing what most experiments do — explanation first with lab later — invert the order. Do the experiment. Then ask questions. For each proposed answer, think about ways to test the answers. Do what’s practical and safe. (And discuss the impractical and unsafe along the way.)
Above all, have fun. Observe the world with curiosity and thought. Name what you can. Ask questions. Search for answers. Cultivate your own and your child’s scientific thinking every day.