Many science lessons, as traditionally taught, are often uninspiring, even though science itself is a fascinating way to satisfy our curiosity about the universe.
The problem with many lessons is that they start like this:
Let's study density, kids.
Let's learn about the atom.
Let's explore direct and parallel electrical circuits.
Let's study the conservation of mass—t's the fundamental tenet in all of chemistry, kids.
No wonder students lose interest. 🥱
When faced with these topics, what are they supposed to say? "Okay, sure." Or perhaps, "No, thanks, let’s do something else."
They’re being forced into topics they might not find relatable or interesting. The goal often becomes just getting through the day, ticking boxes, and moving on—losing the true purpose of learning.
There are three key elements for effective learning, which are often missing:
Choice: Students don’t get to choose what they're interested in.
Engagement: There’s no time to feel confident that the subject will be enjoyable or manageable.
Relevance: There’s no understanding of how these topics connect to real-life experiences.
Yet, teachers and curricula must cover important concepts like density, atoms, electrical circuits, and the conservation of mass. So how do we teach these essential topics while sparking curiosity? Curiosity is crucial for engagement and success.
The Experiment
In 2009, we conducted an experiment at QuantumCamp. We invited parents to enroll their middle school kids in a week-long camp on quantum physics. Ten 12-year-olds joined us on a journey to unravel the mystery of the atom.
Why not? The great scientists who uncovered the nature of atoms followed practices accessible even to young students. According to the authors of NGSS (Next Generation Science Standards), all students can excel at these science and engineering practices.
Our question was: If we support kids in these practices, could they reach the same conclusions as the great scientists? If scientists used these methods to develop the grand theory of the atom, with support, our kids should be able to do the same and feel ownership over these discoveries. They would become their ideas, not just memorized concepts from the past.
The bigger question remains: How can schools make such grand explorations normal for students? How can we elevate our expectations for what kids can do, not just know? The years of research behind NGSS suggest that students can practice what professionals do. So why isn’t this the norm in schools?
The Set-Up
When you see different chemicals burning, what questions arise? Perhaps, “Why do different chemicals produce different colors?”
If you have this question, you’re on the same path early physicists were on to solve the mystery of the atom. This phenomenon led to quantum physics, and now you’re ready to delve deeper.
You’re ready to ask questions, develop models, plan and conduct investigations, collect and interpret data, construct explanations, and make evidence-based arguments. You might even be inclined to do some math! In other words, you’re ready to engage in standards-based science.
The Problem
The key is presenting the mystery to students. This is the first step in challenge-based learning.
Challenge-based learning in science requires a compelling question arising from students observing something striking or unexpected. Students must identify the problem.
Incidentally, scientists who questioned why chemicals produced different colors in the mid-1800s asked the same question 12-year-olds did in 2009. The same science standards apply to professionals and students alike, inspiring kids to explore the mystery of the atom.
Students are now prepared to ask questions, develop models, plan and carry out investigations, collect and interpret data, construct explanations, and make evidence-based arguments. They’ll even welcome math!
The Approach
Starting with a problem isn’t a new idea. Researchers have identified key drivers of intrinsic motivation, which lead to the pursuit of knowledge:
Choice: Students need to choose their learning path.
Belief: Students must feel they can succeed.
Relevance: Students must see the importance of their studies.
When these elements are present, students can achieve great things, even mastering quantum physics.
They must see a problem and:
Choose to pursue it.
Believe it’s solvable.
Want to collaborate with their classmates to tackle it.
The Solution
Once students recognize the problem, they’re ready to find solutions. They can now ask questions, develop models, plan and conduct investigations, collect and interpret data, construct explanations, and make evidence-based arguments. They might even be willing to tackle math!
To teach topics like density, atoms, electrical circuits, and the conservation of mass, teachers can’t wait for students to organically ask the right questions at the right time. Teachers must create contexts that inspire curiosity and present the problems.
Teachers know they must cover many topics each year, and students aren’t likely to naturally formulate relevant questions for every topic when needed.
To study atoms, teachers can’t wait for students to set chemicals on fire.
To explore density, teachers can’t wait for students to drop objects in different liquids.
To investigate the conservation of mass, teachers can’t wait for students to run experiments in open and closed systems.
Conclusion
By the end of the 2009 camp, students were asking questions like, “Does this mean the electron can be here and here, but not here?”
In a camp dedicated to quantum physics, these young students embarked on a journey to understand the atoms that make up our universe. They identified the problem and pursued a solution.
They knew they had to study light, leading to experiments on waves. They explored color, energy, and heat, rediscovering the nature of atoms. As 12-year-olds, the complex behavior of atoms became normal to them.
The key is identifying the scientific problem that guides students to discover essential ideas. Find the challenge, present it to students, and they will solve it.
Students can ask questions, develop models, plan and carry out investigations, collect and interpret data, construct explanations, and make evidence-based arguments. They’ll embrace these practices to find solutions. Every solution needs a challenge, and it’s up to teachers to discover their students’ challenges.
In challenge-based learning, every solution starts with a problem.
Ready to introduce some "problems" in your classroom?
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