Science: What It Is and How to Teach It

Written for the Science Teaching Methods course, USOE, summer 2010.

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What is science? Science is not simply a subject in school; it is a way for us to understand the universe around us. We human beings are both observant and inquisitive. We will often see something happening and ask ourselves, "How does that work? Why does it happen that way?" Science gives us a process for answering such questions.

Science is based on observation, measurement, and analysis. Observation leads the scientist to ask a question. Based on his or her own knowledge and experience, the scientist determines a possible answer to the question, called a hypothesis. The scientist then creates an experiment to test whether that hypothesis is correct. When the experiment is conducted, the scientist makes observations, records measurements, and collects data. The scientist examines the data and determines whether that data support the hypothesis or not. If the data support the hypothesis, the scientist may conclude that his or her hypothesis is correct. If not, however, the scientist must revise or even reject the hypothesis. Science is rigorous in this respect; it does not allow a scientist to cling to any idea, even one long revered or cherished, if it is not supported by the data.

The process described above may seem formal and rigid, but people do this all the time. Every time a young child releases a ball and is delighted to see it bounce back to his hand again, he is conducting a scientific experiment. By observing that the ball bounces back every time it is dropped, the child is learning something about the way the world in which he lives operates. That sense of discovery is the essence of science: seeking to understand our universe by interacting with it and paying attention to what happens as a result.

Science is, however, limited in its application. Science depends on the careful gathering and critical analysis of information. If information cannot be gathered or observations cannot be made, then the topic of study—important, informative, or interesting though it may be—is not science. Science also requires repeatability. If a scientific experiment is performed many times, it should yield the same (or at least similar) results every time. If it does not, it is suspect.

Contrary to popular opinion, science does not demand proof—indeed, the method described above only serves to disprove those hypotheses that are false, not to prove those that are true. What science does demand is the ability to describe what is observed in concrete, measurable, and predictable terms. The inability to do so doesn't mean that something is not true; it simply means that it's not science. Science is a means to obtaining knowledge, but it is not the only way of knowing.

Science plays a greater role in society than most people realize. We live in the most advanced society in the history of our world, surrounded by infrastructure and devices that make almost every aspect of our lives easier. Very few of us really know how it all works, however, and therein lies the problem. Carl Sagan wrote in his 1995 book The Demon-Haunted World: Science as a Candle in the Dark:

"We have arranged a global civilization in which most crucial elements profoundly depend on science and technology. We have also arranged things so that almost no one understands science and technology. This is a prescription for disaster."

The goal of teaching science in elementary and secondary schools is not to alleviate this specific problem, but to help students learn critical thinking and science literacy. Science education should prepare learners to apply basic scientific principles to day-to-day situations. For example, many people believe that the widespread use of hybrid and electric cars would drastically reduce the consumption of fossil fuels. But scientifically literate individuals will understand that the electricity that powers such vehicles has to come from somewhere. Additional inquiry could reveal that the majority of the electrical power currently produced in the United States is generated by burning oil, coal, and natural gas, and the student may conclude that the potential impact of such vehicles is overstated.

Science education should also help teach students how to solve problems. Science students should learn to identify a problem to be solved, to consider rationally the merits and drawbacks of several different potential solutions, and to choose the solution that best fits the problem and the circumstances. This skill, the ability to solve problems rationally and open mindedly, is one that is lacking in many levels of society today.

As a science student, I have often viewed the content of my science courses as an end in itself, as knowledge to be gained for the purpose of completing an assignment or preparing for an exam. On some occasions, however, I have seen beyond the content into the context, and realized that what I was learning had real-life application. These were the moments where I truly learned science, and not just facts. I wish that my teachers (and professors) had helped me to experience more of these discovery moments during my educational journey. More importantly, I wish to do the same for my own students.

Implementation of such a vision will not be easy. Much of what I have to teach is mandated by state and national educational standards. The core content is already determined. Where I will make the biggest difference in the education of my students is in how I will teach that content. One foundation of my educational philosophy must be the understanding that science is about more than knowing and learning—science is about doing! There will be many times that class will involve direct instruction, because it's the most efficient way to communicate facts. When teaching concepts, however, I will try to let students do as much discovering on their own as possible. Guided inquiry in the form of laboratory experiments will play a large role in teaching important concepts. I will also work to include opportunities for open-ended inquiry in the form of classroom projects, research assignments, and group work. I will make an effort to spend less time lecturing and more time helping students learn on their own in the coming year.