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This age (14-16?) is a new stage in what educators call the “learning pyramid”. The “accumulation of facts” level of knowledge moves up to the “forming concepts” level, where the student begins the mental activity of discovering patterns in the data. A good place to stimulate this mental activity (and science projects that demonstrate it) is in more sophisticated journals than the student has been used to. Scientific American, for example, a reservoir of sophisticated scientific thought, is of course probably still beyond the 10th form student’s comprehension, but what is valuable is the outline of the methods used by scientists to get at their hypotheses. At the end of each issue is an amateur experiment for students to perform at home. My idea is for your student to research these experiments and break their form down into an outline of steps, in the process of which the student’s own ideas will emerge. To stimulate those ideas, a random quick search through sophisticated journals will stimulate certain areas of inquiry—is the student drawn to physiology, or chemistry, or astronomy, or physics? In other words, open the student to all the possibilities of scientific research, and when he/she finds a magnetic area of inquiry, find a simpler experiment in that are that can be accomplished with the time and resources available. So it's best for him/her to do the exploring, not the parent.
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