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Saturday, November 29, 2014

Daring Greatly


Daring Greatly

By Greg Reiva, Pitsco Corporation TAG Member, Teacher at Streamwood High School, Streamwood, IL

It is a fact that, given the time and motivation, students can achieve incredible feats within relatively short periods of time. For years, at school, I have witnessed student athletes, student actors, and student leaders present themselves at the highest level of performance, pushing this effort to the very edge of their abilities and rarely disappointing their audience.

Academically, this is not always the case. It is a rarity that students are able to truly draw upon their personal resources and abilities to show greatness in the science classroom. To show greatness is to be part of an event galvanizing fortitude, commitment, and personal satisfaction.

President Theodore Roosevelt once said, “The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood [. . .] [I]f he fails, at least [he] fails while daring greatly [. . .]” I believe that the very act of innovative thinking, questioning conventional wisdom, and proposing new avenues of exploration and scientific investigation encapsulates the essence of daring greatly in science education.

Robert Yager, distinguished professor of science education at the University of Iowa, once compared learning science to the situation of an athlete learning the rules and mechanics of his sport. An athlete must adequately prepare both mind and body to compete. The ultimate goal is to compete. In the same vein, students in K-12 science curriculum will spend years acquiring information, knowledge, and understanding to do science. In an article Yager once cited the late Paul  Brandwein, a noted science educator and author, who believed  that the majority of students, throughout their K-12 tenure in science education, never really get to experience the intrigue of doing real science.

A revolution in science education would involve capitalizing upon the students’ human instinct to explore the natural world, proposing questions, following their instinct into new explorations, and capitalizing upon personal interest and motivation. It is not about just doing labs in science classes but letting students design their own experimental methods and assigning independent and dependent variables while testing their own hypotheses. Giving students this opportunity to dare greatly means challenging them to step out on their own and reach for a sense of accomplishment realized by innovative thought and personal perseverance.

Presented below is a brief list of a vast array of possibilities available to our students to break the traditional mold of learning in the science classroom and become inspired to dare greatly!

Mousetrap car designs, water bottle rocket construction, robotics innovations, wind turbine technologies, photovoltaic electric cars, passive solar cooker designs, fuel cell applications (as a source of carbon-free energy), scientific investigation into methods of conserving energy and preserving the environment, developing hydroponic and aquaponic organic herb and vegetable farm.
Long-term research projects, deeply embedded within the K-12 science curriculum, are an educational methodology bridging the gap between knowing and doing. Doing projects inspires students to maximize their knowledge, understanding, and experience, guiding them toward future academics and ultimately into their preferred careers.