Think Like A Scientist

Authors Bo Bronson and Ashley Merryman in the July 19th, 2010 issue of Newsweek provide the populous with alarming statistics based on extensive research that has found thatcreativity in America is on the decline. Kyung Hee Kim of the College of William & Mary has analyzed almost 300,000 Torrance scores of children and adults. Kim found creativity scores had been steadily rising until 1990, since then there has been a steady decline in creativity scores. “It’s very clear, and the decrease is significant,” Kim says. The decrease is most significant in younger children in America from k-6th grade.

Bronson and Merrymanelude to several factors that may be responsible for why U.S. creativity scores are declining . They believe that one likely factor is the number of hours kids now spend in front of the TV and playing videogamesrather than engaging in creative activities. Remember the “old days” of constructing with mismatched pieces of LEGO’sand Lincoln Logs versus building from kits. How about building somewhat architecturally and engineered backyard forts with materials gathered from here and there. Those scenarios are infrequent in many U.S. homes now.

Additionally, the authors discuss the frustrations American teachers are facing with curriculum standards. How the brain processes information, convergent and divergent thinking, creative training practices, and  what’s happening in some U.S. classrooms including project-based learning and creative problem solving.

There are many theories out there as to what factors may be contributing to the steady decline in creativity scores in younger children in America, I have my own theory, and I’ll share it with you. Many American teachers are already overwhelmed just trying to stay on track to cover required curriculum standards within certain time frames to then have their students take regional and national tests to obtain statistical information to assess what the students have actually learned. During my teacher training workshops teachers take an active role in the learning process. They are exploring, discovering, discussing their observations and ideas with their peers. I often integrate explorations that involve systemic thinking. For example, I may have a variety of items on a table that come from nature or are man-made. I will ask the teachers to select one item to observe and study, and then write down as many things they can about the item. I emphasize that I want the teachers to try and not look at the object in isolation instead, see how that object is connected to all science disciplines, mathematical , engineering, history, and art. A common item I have the teachers analyze is a bird feather. What alarms me the most, is on several occasions I’ve heard teachers say “we don’t have time to have students analyze a bird feather, etc..” Unfortunately, those individuals have missed the boat. The reasoning behind this exploration which is an integral aspect of all my teacher training workshops is to develop and reinforce critical thinking skills which are directly related to creative ability. Unfortunately, many teachers are uncomfortable with stepping outside of the steadfast suggested curriculum guideline “activities.” For the past decade the teaching of science via an inquiry-based approach has been promoted within most U.S. educational institutions. Inquiry-based science does facilitate critical thinking skills and creativity. As opposed to the traditional “cookbook lab” approach to teaching science, where the student is given detailed procedures to follow, resulting in a lack of critical thinking and creativity required. So, can we teach someone to be creative? Yes, we can! The first step is for all educators and parents is to provide a stimulating learning environments for those they are responsible foreducating. This does not require a lot of money nor technology. Start with a bird feather, a broken watch, scratched CD, etc.. have your student or child study and analyze the object. If you are a teacher, guide the student to make as many connections to the specific area of science or concept you are studying at the moment, as well as asking them to make connections across the science disciplines. After giving them sufficient time to explore the object allow them to share their observationsof the object. In conclusion, if we want our young children to become more creative thinkers, we must provide them with stimulating and meaningful learning opportunities, as well as provide restrictions as to their overuse and dependence on technology versus using their own minds.

Enjoyed reading the article in July  5, 2010 Vol. 176, No. I/2010 Time Magazine by Bryan Walsh “The Electrifying Edison.” Walsh provides an overview of Edison’s accomplishments throughout his lifetime, with emphasis on his many inventions. By the age of 84 and at the time of his death in 1931, Edison had secured 1,093 patents for mechanisms and processes. What I find interesting and of importance to the educational community is Edison’s upbringing and his devotion to science and creative thinking. Edison had relatively little formal schooling, his mother was responsible for creating an environment that helped nurture Edison’s curiosity towards science and technology. Edison is one of the most famous and prolific inventors of all time, and he earned that title through his hands-on, critical thinking and investigative approach to seeking answers and creating new devices. For over twenty years the American educational system has tried to revamp the way science is taught and done in the classroom. Yet data still shows that America is lagging behind in the number of science and engineering degrees awarded to U.S. citizens. Are U.S. students becoming disenchanted with science? And if so, why? When Edison was in lab working on one of his latest devices he surrounded himself with other scientists who also shared his devotion of science and critical thinking approach to exploring new ideas. In many of today’s science classrooms but not enough of them. Science is being taught via an inquiry-based approach, much like the approach Thomas Edison took as he researched and developed his inventions. The teacher is no longer spoon feeding disconnected facts and lecturing, and the textbook is not seen as the ultimate guide to the course. Instead students are actively engaged in the learning process through hands-on-minds-on critical thinking explorations to investigate scientific principles and concepts. I encourage all educational institutions to assure that their teachers are providing a learning environment that will nurture the future Edison’s, and instill a love of science and life-long learning. For educational institutions that have taken a close look at their current science education and realize that they must make changes to the way science is taught and done in the classroom please visit my teacher training website.  My teacher training website provides information on the professional staff development teacher training science workshops I offer nationwide. Let’s not lose anymore potential Edison’s due to what and how we are teaching science in the classroom.