Now consider a different approach—one that lets students take the lead in figuring out the phenomenon of the feather falling in a vacuum. Students could be shown a feather and a steel block dropped two times in a chamber. In the first instance, there is air in the chamber and the block falls quickly while the feather slowly floats to the bottom of the chamber. However, in the second instance, the air has been pumped out of the chamber, and this time, both objects fall quickly to the bottom of the chamber. Students are asked to make observations and ask questions, just the way a scientist would. They now wonder why the feather fell so quickly in one case and not the other. Rather than the teacher just telling the students why it happened, students now need to figure it out for themselves.
With their questions in hand, students are ready to plan and carry out investigations of how gravity pulls on objects and how objects move when forces are applied to them. Digital resources are a tremendous tool for these types of explorations. Not every classroom has a vacuum chamber to conduct this experiment, but students can observe a video of the feather falling. Other digital tools can allow students to conduct virtual interactive investigations where forces can be easier to visualize with vectors superimposed on diagrams.
These investigations will produce data that needs to be organized and interpreted. Students may also analyze information about force and motion. Here too, digital tools can facilitate the process of collecting and making sense of the evidence. Ultimately, all of this work will lead students to develop their own explanation for why the feather fell slowly when there was air in the chamber and quickly when there was no air. They can then compare their explanations to the work of Isaac Newton, who developed three laws of motion and the law of gravity. Their exploration of Newton’s work also provides an opportunity to understand the distinction between theories, laws, hypotheses and models, another aspect of the Nature of Science.
Thus, a process of having students engage in these hands-on activities and figure out things for themselves not only provides an opportunity to help students develop a deep understanding of the extensive ideas in physical science, life science, and Earth and space science, but also provides an opportunity to learn about the Nature of Science. Furthermore, having students engage in the practice of science in the way that real scientists do also empowers them to be life-long learners.
For too long, students have passively sat in their seats and received information either through a book or a lecture. Some students learn to play the “game” of school, where they figure out what to say or do to get a good grade but retain little actual knowledge. Other students disengage because they have little reason to care. There are decades of evidence that this approach has not worked. A student-centered approach to learning provides a better way.
In Florida, the state standards have been designed to encourage students to engage in the Nature of Science. As educators, it is our job to figure out how to help make this important topic matter to students. By letting them take control of their learning, we can help them learn both the knowledge and the practice of science. Challenging students to be active learners will make science much more fun, engaging, and relevant for all.
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