Ideas, rants and raves, with emphasis on Science, Politics, Personal Growth and Finance

Science and Kids

Posted by The Lukester on December 16, 2005

This is the text of a comment I made over at The Panda’s Thumb, in response to a posting titled How would *you* strengthen science in the U.S.?, Summit Lists Ways—but Not Means—to Strengthen Science, by Tara Smith. The gist being there are a lot of great ideas but no committment to fund them. The phrase I quote is from that article, where Tara is referring to comments she sees on Panda’s Thumb and on other science blogs.


teachers “never made science this interesting when I was in school.”

My daughter, who is six years old, thinks science is boring! When I try to figure out what she means by this, I don’t get any clear explanation, and I suspect it’s a kind of kiddie group-think.

At home, from time to time, I show her something fun that has scientific principles involved. Recently we played with a large magnifying lens, seeing what materials catch on fire easily. And earlier I gave her a 6v battery, a light bulb and some wires with clips on the ends. We had a great time finding out what materials allow the bulb to light (barbies are not good conductors). She likes these activities but doesn’t know (from me) that they are “science”.

It’s in school she’s learning to “hate science”, and I worry that she is predisposing herself to hate it even when she’s older. I’ve seen this in other activities too, and suspect it’s part of the ‘boy vs girl’ games they play. When she was four she said once that “boys are doctors and girls are nurses” (!) She probably doesn’t even know the difference between them, but a result I now ask for the “lady doctor” in my daughter’s pediatric group.

I love science, wish I had pursued a scientific career, and hope my daughter will at least appreciate how exciting it can be.

But it seems counter-effective to first “teach” young people – especially girls – that “science is boring” and then later try to entice them back in.

I think the solution is to have “cool science” a regular part of the classroom. There should be regular and FUN demonstrations of scientific principles using, say, lots of liquid nitrogen and big flames. Or a wing that lifts the kids a foot or two off the ground. Or teach them to make catapults that actually break things. Keep all but the absolutely necessary “scientific explanations” out of the activities.

Of course, this won’t happen soon. Naturally schools must deal with funding, educational priorities, teacher knowledge, etc. But I think these are just symptoms of a bigger problem: science is made “boring” by society at large. Science is not “done” (vs “taught”) by anyone but “ivory tower” types, and only in institutions of “higher learning”. How many kids these days have an uncle or aunt who has a science lab/workshop in their house?? My dad – a chemist – did some of his research at home, and had to lock the door to keep me out of his hair.

Improving scientific learning and access to science is great. But if kids don’t grow up with it, don’t see it around them or hear adults talking about it, it’ll just end up an obscure field that only certain nerdy types do, not something that “normal people” do, and certainly not done for pleasure.


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