Science Island course engages students by forcing them to think creatively
BY ABAGAIL KOVACS
A digital counter, which records the number of wheel rotations in order to track distances. Photograph by Abigail Kovacs
In many classrooms, curriculum is often textbook-driven, centered around theoretical study rather than application. Students enrolled in the popular practical physics elective, Science Island, are challenging those traditional constraints. By building light beam communicators, AM transmitters, AC generators, digital counters, parabolic mirrors, crystal radios, saltwater batteries, and rafts devised from plastic bottles and trees that students cut down themselves, pupils attempt to escape an island after being shipwrecked, all within the walls of a classroom.
“I think it’s appealing to a lot of kids, because they finally get to do all the stuff they’ve sat through and learned,” said one Science Island instructor Mr. Russell Taylor. “You certainly have to learn the stuff first, so you have to go through it, but now you actually get to apply it.”
Raegan Young, a senior at BEHS can attest to the appeal of the class. "I thought it was an interesting way of learning. It's an interactive and engaging change for the science department," said Raegan.
As a prelude to another class, The Journey Home, Science Island offers a unique way to solve empirical problems. In the process, it creates a new and perhaps more engaging way to utilize past science knowledge and apply new concepts - completely devoid of tests, worksheets and quizzes.
Mr. Taylor wrote the course with British Scientist Jonathan Hare, who appeared on the PBS reality series Rough Science. In that series, various specialists complete tasks through knowledge and ingenuity, using the natural resources of the surrounding area with a small set of supplies. After Mr. Taylor watched a participant construct a light beam communicator, he attempted the experiment himself without success, prompting him to contact Dr. Hare and subsequently fly to England. The two have remained friends, and the scientist now Skypes weekly with students or “islanders” regarding their challenges.
Although a class which deviates from the traditional assessment-focused instruction of most curricula may seem simpler, according to Mr. Taylor it is, in fact, very fast paced. "It’s challenges rather than tests or worksheets or a book,” he explains. “You take knowledge and you have to go find something.”
Courses such as these not only provide a means for exploring topics of interest in diverse subjects, but according to guidance counselor Mr. David Steckino, also “give students a fun new experience, and expose them to something other than math, science, social studies, and English. While they are important to know, there are so many other things that students can learn, it really helps them grow into a more complete person, and I think Bonny Eagle offers some really good choices.”
This type of practical application in education does appear to benefit students, both creatively and academically. According to a profile of SAT data by World Music Central, “Students with coursework or experience in music performance and music appreciation scored higher on the SAT; students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did those with no arts participation.”
Based on further statistics and information from World Music Central, while such programs are declining, a Gallup poll in 1999 reveals that over 95% of Americans think electives are essential and beneficial for a child’s development.
“I think students learn by doing” Mr. Taylor concluded. “With the new standards that we’re going through, I think a lot of it is going to help students learn best by doing now. You’ve really got to be engaged. I thinks that’s the feeling, and a lot of people are trying to do that. I’m not the only one.”
“I think it’s appealing to a lot of kids, because they finally get to do all the stuff they’ve sat through and learned,” said one Science Island instructor Mr. Russell Taylor. “You certainly have to learn the stuff first, so you have to go through it, but now you actually get to apply it.”
Raegan Young, a senior at BEHS can attest to the appeal of the class. "I thought it was an interesting way of learning. It's an interactive and engaging change for the science department," said Raegan.
As a prelude to another class, The Journey Home, Science Island offers a unique way to solve empirical problems. In the process, it creates a new and perhaps more engaging way to utilize past science knowledge and apply new concepts - completely devoid of tests, worksheets and quizzes.
Mr. Taylor wrote the course with British Scientist Jonathan Hare, who appeared on the PBS reality series Rough Science. In that series, various specialists complete tasks through knowledge and ingenuity, using the natural resources of the surrounding area with a small set of supplies. After Mr. Taylor watched a participant construct a light beam communicator, he attempted the experiment himself without success, prompting him to contact Dr. Hare and subsequently fly to England. The two have remained friends, and the scientist now Skypes weekly with students or “islanders” regarding their challenges.
Although a class which deviates from the traditional assessment-focused instruction of most curricula may seem simpler, according to Mr. Taylor it is, in fact, very fast paced. "It’s challenges rather than tests or worksheets or a book,” he explains. “You take knowledge and you have to go find something.”
Courses such as these not only provide a means for exploring topics of interest in diverse subjects, but according to guidance counselor Mr. David Steckino, also “give students a fun new experience, and expose them to something other than math, science, social studies, and English. While they are important to know, there are so many other things that students can learn, it really helps them grow into a more complete person, and I think Bonny Eagle offers some really good choices.”
This type of practical application in education does appear to benefit students, both creatively and academically. According to a profile of SAT data by World Music Central, “Students with coursework or experience in music performance and music appreciation scored higher on the SAT; students in music performance scored 57 points higher on the verbal and 41 points higher on the math, and students in music appreciation scored 63 points higher on verbal and 44 points higher on the math, than did those with no arts participation.”
Based on further statistics and information from World Music Central, while such programs are declining, a Gallup poll in 1999 reveals that over 95% of Americans think electives are essential and beneficial for a child’s development.
“I think students learn by doing” Mr. Taylor concluded. “With the new standards that we’re going through, I think a lot of it is going to help students learn best by doing now. You’ve really got to be engaged. I thinks that’s the feeling, and a lot of people are trying to do that. I’m not the only one.”
