On science and your mother

By the time a child gets to high school, they are already so thoroughly confused by the contrast between what’s obviously true and what they believe that science becomes just another kind of religion.

Sunset on the Delaware Bay–you can see the sun move below the horizon.

This is not an accident. If we were any good at teaching children blessed with autonomy most of our classrooms would be empty and we’d lose our jobs.

The sun clearly and obviously travels across the sky, day in and day out. A child sees this, you see this, humans have seen this for tens of thousands of years. If you hold still and find a reference point, you can even detect the actual movement.

We do not feel the Earth spin, despite its considerable rotational speed here–almost 800 miles per hour in these parts. We do not feel a constant wind. A ball tossed up comes straight back down. (Yes, I know why, but if these were good enough reasons for Aristotle to believe the Earth stood still, few children are precocious enough to argue otherwise.)

Ask a child (or anyone, really) to explain this and they will tell you that the Earth spins. If you ask their evidence for this, most today have none beyond seeing the sun arc across the sky. They believe the Earth spins because their mother (and father and clerics and siblings and teachers et. al.) told them so.

If you deny the Earth spins, you will be ridiculed, your grades will drop, your chances of getting a decent paying job are hurt, and you may remain childless, lowering the chance of spreading your heretical belief.

Not so long ago, however, believing the Earth spun could get you burned at the stake, Giordano Bruno’s fate (on Ash Wednesday. who says irony is dead?)

Bruno had several issues with authority, heliocentrism may have been the least of his problems.

The blessed few that still play under visible stars at night can at least feel the sky rotating over their heads, pivoting around the North star, so at least something spinning makes sense. They see the planets wander against the fixed starry background. They at least have access to evidence.

It’s frightening how deeply students believe that the Earth spins based on authority alone. If you ask them, they will tell you that this is a fact! So will just about every adult around them.

At least a child’s belief in Santa and the tooth fairy are fed by evidence faked by the loving adults around them (not hurt by the material gains they get by going along). And as cruel as these hoaxes may be, at least children are eventually told the truth.

Much of what identifies you are by accident of birth. Me? American, Catholic, male.

Much of what identifies you is why you believe what you believe. Wars have been fought over this. Many of us distrust others for not sharing the beliefs, as accidental as they may be.

Science does not give a fuck who your mother was–and requires evidence. The least we can do as science teachers is require the same in our classrooms.

Teaching science: I

High school lab set up for fermentation demo showing flasks, bottles and air locks.
Making ethanol in the classroom looks “sciency” but….

I am leading a new course this fall, the Nature of Science (NOS).

Much, perhaps most, of what passes for science in high school is dogma. The NGSS tried to fix this, but so long as we diminish “matter” and “energy” to a few paragraphs in September, so long as we let children believe the world is round without letting them challenge us with “obvious” evidence to the contrary, and so long as science teachers continue to “believe in” [gravity/evolution/heliocentrism/plate tectonics/etc.] high school science remains a fairy tale.

Science is, to be fair, nothing but fairy tales, but fairy tales anchored in the natural world. This is a tad problematic at times, as the border between natural and supernatural, what’s real and what’s not, gets fuzzy, especially at the quantum level.

So in September I am getting a class of bright young humans and we’re going to explore our natural world.

I may be asking you for help….

To “Errorometer” is human

Science is about recognizing when something doesn’t fit a current model of the natural world, which is just about all the time in science. Science is all about telling someone else they’re wrong.

Schooling is all about being “correct” and getting high grades. High school science is an oxymoron. I wrestled with this for years until I met Chris Harbeck, a different kind of teacher.

While sharing pints with a few teachers upstairs at McGinty’s, Chris took a “sip” of Guinness, then tossed out a few words that changed my teaching–

“I give out points for anything, a thousand here, a thousand there. They don’t mean anything.”

Chris Harbeck
The original Errorometer

Print out your Errorometer, laminate it, hang an Expo marker next to it–done.

Simple. Cheap. Effective.

Every time a student gives me a reasonably well thought “wrong” (or even an unusual but “right”) response to anything going on in class, even if only tangentially related to the natural world, a student can put a point up on the Errorometer. For every 10 points, everybody in class gets 10 out of 10 points in the Test/Quiz category.

The COVID no-touch version….

Yep, everybody.
Yep, it diminishes the “value” of points individuals receive on tests.
Yep, everybody’s grade gets a boost.

But, as a wise Canadian math teacher told me over a pint (or three) of Guinness, if points mean nothing (and we agreed that was true), then giving them out freely and frequently means nothing as well.

(The fancier pedagogues among us might even call this metacognition.)