{Bridget's nature journal from when she was about nine years old. As neither drawing nor science is her forte, I was fairly content with her journal. Sibil [sic] was our rabbit.}
I realize that posting about curriculum choices in the waning days of September isn't the most helpful thing ever. This is me — thinking my thoughts about how to educate long after they should have been thought and then posting about them at the wrong time, since everyone knows that good home schoolers get their plans set by June for the coming year.
Only I've never been ready myself at the right time, let alone been ready for you, and I realize I never will.
So here I go to give you my unseasonal, untimely musings on teaching science. Not only that, but I'm lacking in any credentials as well, since science isn't my thing — let's leave it at that. But when I started blogging I told you I'd tell you all I know, and this is me, trying to do that. Take it for what it's worth!
So here's the thing. Science is about observation. There is not much anyone can sell you in order to furnish your children with this prerequisite for a life of scientific inquiry. To learn observation one must have the habit of… observation! The tools are simple and few.
You need some contact with nature. Science is the study of nature in the sense of the physical world. The outside is free, even for city dwellers. But you have to get out there! And very often you have to bring it inside.
A nature table doesn't cost much. I've posted about keeping a nature table before, and the fall is the perfect time to start.
The habit of observation is greatly nurtured by keeping records, an activity that must be interpreted in the widest way possible. A nature journal is the very best way to keep records until you are actually doing a scientific study, by which time the form of the record-keeping will present itself — you won't have to worry about it.
The kind of notebook I favor has both a blank portion and a lined portion. Most people, young and old, fall into the one category or the other: word users or picture users. To learn the habit of observation, you also want to cultivate the habit of using all available means of communication: words and pictures!
Start each journal entry with the date and some notes about the temperature, cloud formations, weather in general, and any changes since the last time. Usually things flow from there.
You can paste seed pods in there, take spore prints from fungi, trace leaf patterns, press flowers. Be casual, relaxed, and open to simply filling the notebook with raw information rather than synthesis.
{The dark bar across this page is a shadow, not part of the journal. Didn't know if that was clear to anyone but me.}
You need books, not textbooks, about the things that you are likely to observe. I do recommend looking at all the years on the Ambleside site to get recommendations for books about birds, insects, the stars, and other phenomena. Reading biographies of scientists spurs your young ones to imitation. Older children (say, 7th and 8th graders on up) will learn a lot from reading, with you, two books in particular: The Chemical History of a Candle – a course of lectures delivered by Michael Faraday (the first three chapters, mainly) and On Motion of Heart & Blood in Animals by William Harvey.
Another tool, and this one is a little pricey, is a stereomicroscope. A few years ago I stumbled upon this article by a scientist at Cornell, Thomas Eisner.
Eisner says:
“Say you have a child in tow, you're in the toy store and you're thinking, there has to be something here that provokes wonder, feeds the intellect, awakens the scientist within. And there it is, a pint-size version of the classic microscope, a toy for sure, but sturdy and affordable. “You can see things enlarged upward of 100 times,” the clerk says, as if we needed to be persuaded.
Thousands of such microscopes have doubtless been sold over the years. But where are they, and who is using them? Who among professional scientists can claim that it was through the toy microscope that they were introduced to the joys of exploration, that they discovered that science was it, and that it was for them?
Truth is that the toy version of what scientists call the compound microscope receives very little use beyond the day of its ceremonial unwrapping. The instructions with the packaging promise much, but the instrument does not really suit.
He goes on to emphasize this point I'm making about observation:
How can we make the small loom large in a child's life? After all, progress in science has been, to a great extent, built on the ever-increasing ability to probe the imperceptible. The problem with the toy version of the compound microscope, quite aside from its technical limitations, is that it does not lend itself for scrutinizing reality at that modest level of magnification where you can see in exquisite detail, but without losing sight, as it were, of what you really have.
You will not find it in the toy store, or in many schools, but consider the dissecting microscope. Known to scientists as the stereomicroscope, it is easy to operate, optically outstanding and designed to provide the ideal level of enlargement.
He really is making the case for seeing things at the level that retains the connection between ordinary vision and delving into the secrets of things:
True, the stereomicroscope is more expensive than conventional toy microscopes because it consists essentially of two parallel microscope tubes, one for each eye. Hence the stereo image and higher cost.
But good models are already available for less than $300. [In fact, you can buy one now for closer to $100.] Increased demand could well bring down the price to that of another great exploratory tool, binoculars. Think of it as a telescope for inner space, a tool for the exploration of the barely visible. Buy it for the children, but be sure to retain rights of access. The instrument may well bring you to the realization that the explorer in you is still very much alive.
I sent this article (read the whole thing!) around to some friends who are interested in education. Mark Langley, Academic Dean of The Lyceum in Cleveland, Ohio, responded this way:
I read the article and immediately proceeded up to our newly equipped lab here at The Lyceum (i.e. equipped with a lab straight from 1957 – donated from the Josephinum College/Seminary). I found that we have at least three beautiful stereo microscopes and so I turned one on and started looking at the pencil that I happened to be carrying- then a paper clip- then a small rusty screw.
The article is completely right. These microscopes do in fact unlock the “inner scientist” and anybody can use one. The magnification is just perfect – impressive while keeping things recognizable.
I have two more things to say, about approaches detrimental to fostering a love of science in children:
1.) a premature exposure to explanation on the one hand and
2.) a premature exposure to proselytism on the other.
As to my first point, Arthur Robinson, a top-notch homeschooling scientist (and I don't necessarily subscribe to all his views, but I do think he should be listened to on teaching science), explains this clearly in an article on his curriculum site — that it's counterproductive to try to stuff a child full of facts about things he can't observe and doesn't have the mathematical tools to handle.
Even if he sees a cell in a microscope, if he hasn't grasped the distinction between living and non-living things through observation and contemplation, and hasn't seen and thought about bodies living and growing as a whole, he simply won't absorb the information and providing it will be futile. He may get good at parroting, but it won't mean anything. This is why it's so wrong-headed to start biology by studying the cell! Which just about every American school — high, middle, and elementary — does!
The second mistake is committed by ideologues on both sides of the philosophical/scientific divide. On the one hand, you have evolutionists and materialists who want to prevent the unformed mind from assuming non-material explanations for how things happen. On the other, you have anti-evolutionists (creationists and intelligent design theorists) and philosophy-minded physicists who want to inoculate the student early on against the theories they think mistake the origins of the material world.
I love a good controversy, but all of it should be kept far away from the young person's encounter with science, which should be about the here and now, seeing how things work, investigating what is observed. Once there is a good grounding in what turns out to be a huge endeavor, namely to accurately see and describe what you see, then, later, you can seek more remote causes and enter into arguments.
So instead of banging your head on the wall of your science curriculum, why not set up a nature table, give the kids beautiful nature journals and a set of high-quality pencils, get some interesting books, and consider buying a stereomicroscope.
Some resources that might help (if you buy through my link, I do get a portion of your purchase price, just so you know):
The notebooks, which are very high quality: Bienfang notesketch, vertical, Bienfang notesketch, horizontal.
The Country Diary of an Edwardian Lady
A Stereo Microscope with good reviews.
I'm providing the stereomicroscope link so that you can see it. I found out about it too late to make the investment myself, so I can't speak to this particular one. If I were starting now, I would definitely make buying one a priority.
Donna L. says
Oh Auntie Leila!
It's NEVER too late! I was just thinking about observation and how to incorporate it into an already packed schedule/plan for school. But then, it wouldn't take very long, would it? Also, it seems to be an important skill for them to have!
Thanks for sharing this, as I haven't figured out HOW to get everthing organized by June, as we are usually still finishing that school year, and I am the FIRST one trying to get away from schoolwork to run headlong into summer!
Rachel Chadwick says
Thank you so much for posting these resources!
Jeannie says
I was supposed to be all planned and ready to go by September wasn't I? I have just had a slow start this school year(last year I was all ready by June/July) and my oldest is only in 2nd grade and do you know why…SCIENCE! I have been apprehensive and nervous about Science vascillating on whether or not I should buy a microscope of some sort but not wanting to get a toy one and what to do. Oh, and whether or not I should plunk down over $100 on a microscope only to find out is not what I should have done. 🙂 So, your post speaks to me, in a nice way of course.
By the way I just got Homeschool Burnout, Leila, due to your recommendation. I think I need to read it to ward off the potential of it happening. Between Charlotte Mason, Classical and Unschooling books I tend to overthink and get too overwhelmed.
I'm really not as nervous and crazy as I sound. 🙂
Candice says
Aunty Leila,
My Dad bought us (girls 12 and 9 – I think?) a microscope as a Christmas present one year long ago. As a kid, of course I had no idea what quality it was but it had all the delicate tiny glass slides (too squish specimens between) and a small pair of tweezers.
For us it was play. We mostly loved looking at disgusting things like snot and dead bugs– aren’t kids great! We even took it on holidays with us to Frazer Island (a tropical paradise) and spent hours investigating and noting (in our travel journals) the things we found.
Gosh, my Dad was clever.
syd says
Thanks for this post! I love homeschooling and come from a Charlotte Mason perspective.
And, I love, LOVE science and math! I started out as a biology major then switched to engineering and graduated with a degree in computer science and a minor in math. I basically ended up taking almost every introductory college science course there was (and about ever math class too) ! 🙂
I'm a mom of two, and I especially agree with the thinking children learn science by “doing” (observing, experimenting, etc.). A great site I've found for this approach is FOSS science. They are big believers in science notebooking and science “doing” first — then reading up on what you found. They don't even have a textbook (to prove how awesome they are!). They have a ton of FREE resources and reading/video recommendations on their site — check it out!
http://www.fossweb.com/
Kathleen Jaeger says
I need to check out this foss website. I love to learn but never have had the flame of learning about science fanned (until I began homeschooling) because it was presented in such a poor manner. We would read about what a scientist discovered and then replicate what they did. Bored I was! I knew the answers and what was the point? But to do first and then to extract the information and to figure out what we were observing…now that sounds like the ticket!!
This gives me such hope for science education for my children!
Kathleen Jaeger says
Thank you for the timing of your posting. I am reading prior to us embarking on a nature walk and this article on science by Arthur Robinson…thank you for posting when you get around to things…it makes me feel better about my nature of organization that doesn't really fit into other people's timetables….and I can apply some of this today!!
nt12many says
Well, Leila. We live in near the Canadian border where the world is getting much colder already and guess who just pulled out the beautiful Botany curriculum I bought last year? I am urging my children to run around and look at plants as fast as they can:) while there are any to look at!
I learned about the power of observations many years ago when my 12 year old scored 100% on the science portion of the Iowa Basic and I hadn't “done” any science with him…but I had given him a bird book and binoculars and lots of time. Who knew? Oh, the powers of an inquisitive mind and a sidetracked mother!
Jill Farris ” target=”_blank”>http://www.generationalwomanhood.wordpress.com
Nancy says
Excellent post. One year when we moved midyear, I took over two classes of middle school science. I was angry to learn that the day after day assignment was to read a selection in the text book, then answer the questions at the end if the selection. No wonder the kids hated science! Nancy
Rachael says
I taught science for 2 years in a private school, it was classical with Charolette Mason influences. I got a ton of ideas and found some great books to use. I'll see about creating a blog post with what I have in mind later today. And if not today, tomorrow!
There's some good stuff out there and good ways of doing it. And there's some bad stuff and even worse ways of doing it. And most folks, I'm sure can pick the good out of the bad.
Lindsay says
Have you seen Bernard Nebel's Building Foundations in Scientific Understanding. You can read his entire introduction in the Amazon preview. I mostly use his book for the flow chart and then his extensive picture booklist for introducing concepts (we just read, lol). Anyway, I thought it echoed some of your thoughts, and I've been revisiting it lately, so it is fresh on my mind. I did buy an inexpensive microscope just last week at Costco. I know I can't justify 15x the $$ for a real one right now, but I think I will put one on my “list” for sure. We have lots of other little habits of observation to cultivate first.
Melanie B says
Lindsay, I just bought Nebel's book in the Kindle edition. Only $10!
I love that it's not a textbook that the kids read but a book that mom and dad read and then use to plan activities and discussions for the kids. I love that it's organized so that one activity builds on the previous one to give the children a solid foundation for all the sciences– biology, physics, chemistry, geology, astronomy… it's all there. And I love that it promotes an attitude of scientific inquiry and observation of the world around them as opposed to memorizing facts.
I was really planning to just have nature notebooks and observe the world around us in an unstructured way until I found this book. Now I'm still going to to that but we're also including some gentle activities that help my kindergartener to make observations of things I'd never have thought to draw her attention to. Right now we're on the first chapter and are doing activities to help her understand categories and organization. This will lead to talking about solids/liquids/gasses and living/non-living.
It's nice to have something to give a bit of structure to our meanderings but we can pick it up and put it down as we please ad do things at a leisurely pace.
Emily b says
I loved the link to the NYT article and the microscope recommendation! Isn't it all about context? If we lose the big picture as we study the small one, then what is the point? Love the nature journal examples, too!
Kh. Patty says
Actually, I think this is perfect timing. It's right about the time when we've all been doing school long enough that we have seen what works about our curricula choices and what doesn't, and what might need some tweaking, or good reminders of what the intent was! This is that for me and our nature study!
annafirtree says
You said the two books are good for 7th & 8th graders… what about the “Country Diary of an Edwardian Lady” book? What age(s), approximately, is that good for? – Anna
_Leila says
Anna, that book is more for you. It helps you see how lovely a nature journal can be!
Melanie B says
I love the timing of this post. I'm slowly adding curriculum materials as I find them. On the first week of school we just did the alphabet. Now we're doing a bit more than that. But there are more things I plan to add as the year progresses as soon as I figure out how to do them. Isn't the prime advantage of homeschooling that we don't have to be bound by a traditional academic calendar and that we don't have to start everything all at once? That's what I'm telling myself, at any rate.
I hadn't thought seriously about a microscope before, but now you've got me itching for one. We may have to work that into our budget. Of course we've got a little while as Bella is only a kindergartener.
I love The Country Diary. Need to pull it out again for more inspiration. I so want to get better about keeping a nature journal myself. Maybe it will be easier when I don't have both a nursing baby and a toddler?
Now I'm going to go ponder your articles and book suggestions.
_Leila says
Yes, Melanie, I think that is the benefit of homeschooling! And I think that if we plunk down with our nature journal, even for a couple of minutes, and even if we are not the \”Edwardian Lady\” (I know I'm not), it's going to be wonderful for our kids!
Tania Moreno says
Would you please, please, please! send to my email address the the link for the stereomicroscope you posted earlier?
I am trying to find it in your blog to no avail (I am an old grandmother, not to expert in the realm of the cyber world)