In
my Biology classroom, creative and critical thinking is important to
teach our students to become “good scientists”. Whenever we set up a
lab, I try to let the students do as much as possible of the
experimental setup and design. We recently introduced a decomposition
lab where we wanted to study the effect of yeast on a banana’s
decomposition. It was not necessary for them all to actually do the lab,
so I decided we would go through the process of setting up the
experiment together in class. I began by telling the students that I
wanted to find out information about how fruit decomposes and I chose a
banana because it was convenient and I noticed that they decompose
quickly in my house. I then asked students what might affect the
decomposition of my banana. My students are sometimes afraid to share
ideas so I made it clear that in science, we often must come up with
many ideas that fail before we find one that works and that it is OK to
be wrong. By creating a safe environment for my students to share ideas
without being afraid to fail, I was able to get a lot more class
participation. Students shared many ideas of how decomposition may be
affected and how we should set up our experiment. I would ask students
why they chose that design or why we would do it one way and not the
other, and their answers surprised me and were able to make connections.
I would love to incorporate this type of activity more in my classroom
because it was engaging to the students and really made them use their
creative and critical thinking skills in a safe environment.
Another
way we foster creativity and critical thinking is to give students
options. Recently, we assigned a Nature Scavenger Hunt assignment where
students had a list of things they had to find in nature, but could
present it in whichever way they wanted. We wanted to foster their own
interests and creativity by not limiting presentations to powerpoints or
poster boards. While some students stuck with what was safe and
comfortable to them, many students made scrapbooks, drawings, poems, and
creative poster displays. This allowed students to be more engaged and
excited about what we were doing in class and how to relate what we were
learning with what they found in their own neighborhood!
As
support of their critical thinking and problem solving, we often have
students use technology and scientific resources to provide evidence for
concepts in class and to expand their learning. For example, every two
weeks a current event science article is due where students must make
connections with what we are learning. It has been an important step to
insure the quality of their learning from this assignment, to teach
students to assess resources and decide if they are quality and reliable
resources for science. We must teach our students how to identify what
reliable information looks like. Teaching students about the credibility
of the author was the most effective way of doing this. What qualifies
this person or organization to write about this subject? How does their
perspective and background affect the quality of information? This also
relates to how media uses information. We also addressed this when
discussing graphing population changes and how scales and graphs can be
manipulated to fit different agendas. By teaching students how to find
quality information and how to analyze its quality, our students have
been able to find accurate information for their most recent project on
biomes and the environmental issues it faces. Students made a website
with this information, and showed how they used their resources to
create a quality, reliable resource as well.
Our
students gain a lot of time and experience working in groups and
developing social behaviors. It is important for high school students to
interact with different peers and use them as sources of information
and feedback. My classroom uses a lot of group lab work and projects. We
also use the Think-Pair-Share strategy in class almost daily. We try to
change up the groups often so that students get to work with different
people and fill different roles in the group dynamic. This group work,
especially in labs, allows students to also be self-directed. They are
given instructions and must learn to budget their time and work as a
peer team to get it all done.
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