Clown science

18 05 2010

Misconceptions and wonder can be a great way to teach science.

Last year I had a thirteen year-old doubt me when I said that grasses were plants, which was surprising, but was a good place to start a discussion.

It’s all about asking questions, rather than making statements. The student didn’t tell me I was wrong, and I didn’t do the same for that. I was asked  something like “Is grass really a plant?” and I responded, “Well, what have we discussed plants are? Does grass match the description? If it’s not a plant what is it?” Perhaps to many questions at once, but I was only starting out.

Problems can happen when the questions are treated as the answer. “What is up with that?” is treated as “Whatever.” It’s enough to make a clown’s head hurt.

If this doesn’t make sense you may have to check the ICP original.

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