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I Want to be a Scientist but How?
One day, I shall invent something really cool, something that will change the world for better. Just like any other child who loves science, I had ideas like making a flying car or a cape that will make me invisible or a gadget that can take me to the future or the past. When I was a kid, I too dreamt of becoming a scientist. But eventually, I was discouraged by grown-ups around me they said it’s too difficult and unworthy. They wanted me to just study the textbook content and complete my assignments on time. And as I grew older, according to them I became more realistic, more normal. Eventually, I was convinced enough to pursue Engineering in Computer Science to get a high-paying job.
One of my students’ letter for me!
I think it’s a typical narrative that may resonate with most of us; but today, the concern is about the current batch of school-going children. This came back to me when I received a small card from one of my students (You can see the green card in the post). How honest and innocent are kids? It was a surprise for me to know that they think of me as a scientist! And now they expect me to tell them ‘How to become a scientist‘!
First things first, I told them “I am not a scientist but yes, I can help you to become one because I am your teacher”. I want them to have high aspirations in life, not just settle for mediocrity. I want to see them become Vyomanaut (Indian astronauts) and not just pilots, a scientists not just an engineer. I think their high potential deserves much more motivation and guidance from us. Our country needs more scientist. Check the info-graphics below:
Infographic of Workforce of Researchers | UNESCO
Coming back to us as grown-ups of these children, let us get clear from the common misperception of becoming a scientist:
A Stereotyped Scientist via Getty Images
On the side is a stereotyped image of a scientist that picturizes them as disconnected humans on the planet, can’t enjoy life, mad at their work, always serious and gray-haired individuals holding a flask or a test-tube filled with colourful chemicals which are about to explode anytime…BANG!
Scientists, in reality, are children fascinated by science who after completing their school education do their bachelor’s and master’s degree in the subject of their interests. They further go on to do research by applying for a doctoral program (Ph.D.) in a university. Basically, there is no degree called ‘scientist’ but a designation one achieves.
That was all about formal degrees and education, this question still remains unanswered. What will they invent, today? Most of us including me (for years) believed that we as humans have invented everything. Famous scientists like Einstein and Newton has invented or discovered almost everything. There is no further scope for anyone else. Until I started reading biographies of scientists – starting from Dmitri Mendeleev to Issac Newton to Dr. A.P.J. Abdulkalam; and the most recent was Crick and Watson, yes the duo who discovered the double helix structure of DNA. Actually, the writer at pennations.com gifted me this interesting book, ‘They Changed the World’. The book beautifully connects the life of different scientist living in the same era and talks about their real life challenges from personal to professional. A good read for our little aspiring scientists.
One of the Books on Biographies of Scientists | Buy here: http://amzn.in/cRcQTAu
Coming back to the question, after reading the biographies, I realized the world has always been the same. All the great personalities began by reading and working on existing ideas and projects. Even in their times, it was assumed that everything has been invented; because you don’t miss something which doesn’t exist yet. So, believe me, there are things yet to be discovered or invented and the ones who are going to do that are now in our schools. As humans, we have always chased the impossible – right from caves, we stepped on to the moon, now on Mars and the entire universe is still waiting for us.
A special quiz for you, go to join.quizizz.com and enter the code – 741207 and enjoy the quiz. O Budding Scientists of the World, know your role models well!
Check out our new website – puresciencemaths.com
The Science Express at Mumbai, India
Mumbai July 19, 2017
After a bit of delay in the opening ceremony, one could see the emerging strength of Mumbaikars on platform number 10 at the CST railway station. Science enthusiasts, curious children, educators and eager parents of school-going children were lined up to enter the science express. On the first day of the 3-day halt of the Science Express Climate Action Special (SECAS), it received an overwhelming response despite heavy rains in the city.
The polite, yet firm security guards with an enthusiastic team of volunteers made the atmosphere very joyful and friendly. Discipline and Scientific Tempers, both, were kept in check. Rahul, one of the volunteers from Tamil Nadu, shared his experience with SECAS right from the beginning of this year. The team of 30 plus volunteers with a mixed group of undergraduates, bachelors in science and Ph.D. holders: together take this express to different cities with full horse power.
Visitors with a bag full of patience stood in the queue for hours. The theme being on climate change, one could not feel the outside heat once they enter the fully air-conditioned train. The interior was colorful, bright and pleasant. It was a relief to finally step in the express.
A very positive start with the hope to save our planet whose temperature has gone up by 0.85 degrees Celcius from 1880 to 2012. The journey of initial 10 coaches started with a very informative display of the recent changes in our climate and concluded with various achievements in research on climate change by different government bodies. On the way, the visitors were not only given a bunch of information but also equipped with some really do-able action items. Right from using LED bulbs to keep the AC temperature at 25-degree Celcius, from using our rich culture of preserving food items to optimization of the natural resource for example by using public means of transportation and so on… were described in detail. Oh, how can we not talk about the special coaches called Kids Zone and JOS (Joy Of Science) hands-on lab dedicated for students from grades 1 to 10? Earnest parents stood outside this special laboratory on wheels, waiting for their children to come out and share their experiences. The demonstrations ranged from optical illusion, chemistry, and miracles. It was truly awesome as the participants were given many take aways while they learned the concepts behind these fascinating activities. Small kids used modest balloons and straws to unfold the basic concepts in science. After all their standings, it ended with a smile and tons of learning. The express was truly expressive!
One takeaway for you from the science express:
“Let me guess your birthday now!”
Look at the below grid…, in which grid do you see your birth day?
Shhh… don’t tell me the number, just tell me the grids…I will do little maths!
Once I know the grid(s) that contain your birthday. I will secretly add the numbers from the 1st box of those grids. Yes, it is possible to have your birthdays in more than one grid. For example, your birthday is on 31st (Just like me!). Check all the grids, in this case, you can see 31 on every grid, so we shall add the numbers from the 1st box of every grid (i.e. 1 +2 + 4 + 8 +16) which is 31. You can even try it for your birth month. It’s very simple but it works 🙂
If you are still thinking to take your kids to the science express do take them. If you are worried of the rains and the long queues then better visit Nehru Science Centre. Which is open for you since 1985 at Worli.
Image Gallery – Fun with Newton
The images from the science workshop titled ‘Fun with Newton’ are ready to be shared. In three days, three hours each day students learned the three laws of motion through making; the learners created scribbling robots, designed the fastest ramp for their car and made movables using balloons. Each maker activity was associated with one law of motion. A detailed article is on its way…
Till then enjoy the images by following the link:https://goo.gl/MZNdta
#3 Fixing Science – 6 Principles of GH
In our previous post, we got to know about Genius Hour, in this post after briefly discussing why GH we shall discuss the 6 principles of GH.
Why students need Genius Hour?
In essence, high school students have spent most of their academic lives being told what to do. Their grades are then dependent on how well they completed the assigned tasks. Most teenagers spend their free time doing things they are “not told to do”. For example, most parents aren’t yelling at their son to play video games, or at their daughter to spend three hours on Facebook. These actions are done because teenagers want to do them (and in part because they are told many times not to do this). My class agreed that most teenagers “want to do what they want to do, and not what others tell them”.
Imagine one project that will teach:
- Goal Setting
- Implementing Goals
- Reflecting and Redirecting Goals
- Showcasing Goals
Genius Hour can do all of the above. By allowing students to choose any goal, accomplishment, project of their choice, and then guide the students through the process, we can give them the foundation of successful autonomous learning.
I found this interesting post on 6 principles of GH by Terry Heick on teachthought.com; thought to share it with you guys…enjoy the post!
- Sense of Purpose
Students must find their own sense of purpose in what they study, make sense of, and create. The context and motivation are no longer entirely academic, which forces both the student and teachers to make adjustments.
- Design
Without teachers “packaging” content that frames and scaffold content, students are left to design their own learning experiences.
- Inquiry & Navigation
Through surveying possibility, navigation of unfiltered content, gathering information, and narrowed research, students make sense of ideas important to them. This navigation and survey of possibility then leads to more narrow inquiry and research. In this way, inquiry-based learning has significant overlap with Genius Hour.
- Create
Whether students “make,” publish, design, act, or do, “creating” is core to Genius Hour. There is always a visible product or function of the learning.
- Socialization
Students connect with teachers to plan, peers to produce, and experts and community members to establish a sense of purpose for their work.
- 80/20 Rule
The 80/20 rule is important, as it provides the only structure of most Genius Hour learning. Whether it’s an “hour,” one day per week, or something else, it provides a kind of schedule while contrasting usefully with traditional academic “training.”
About the author:
Sahil Sayed is an Educator, Teacher, and Learner. An engineer who understood science and mathematics little better after teaching primary grades for almost 4 years now. Currently heading Science, Mathematics and ICT department at Red Camel International School, India.
#1 Fixing Science – The STEM bubble
Today we are starting a new series of articles under ‘Fixing Science‘. I believe there is a lot to be fixed when it comes to teaching science. Our articles would include current trends in science education as we focus primarily on three major areas:
- 1. Content (What are we trying to teach?)
- 2. Methodology (How are we trying to teach?)
- 3. Assessment (What are we trying to assess?)
Before picking any one of the above we shall talk about the new buzz word called STEM. You may have noticed the term STEM has been used often in education circles and conferences. The acronym is even making headlines. Be it the Chief Scientist, Prime Minister of Australia or the President of the United States, all over the world STEM (Science, Technology, Engineering, and Mathematics) is being publicized as one of the most essential elements for any society moving forward.
What is STEM?
- STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy.(Tsupros, 2009)
Indeed a precise definition, isn’t it? But let me simplify it further by giving an example, a scissor is a form of technology, and for industrial purposes, they really are. They were engineered to solve a problem: how to cut something more precisely. Science will help me decide which element or alloy to use by telling the material properties. Mathematics, on the other hand will help me in the process of making it from size to shape.
Unfortunately, most of the time the new terms are first picked up by the commercial entities. Yes! I mean, the startup companies, the publishers, and the salesman in the world of education. They come up with a product (a kit, software or even a book) and keep associating it with fancy labels. Beware of the robotic companies selling themselves in the name of STEM. Remember using an electronic whiteboard during a lesson or allowing devices in the classroom has nothing to do with STEM unless they are used conceptually.
It would be great if our educators would teach things encompassing all these elements, interconnecting subjects, performing hands-on activities or working on real models and projects. But are we ready to do the extra work? Do we have the expertise? Or we are waiting for our governing boards to force upon us? are some of the questions one has to answer before moving ahead. If you still wish to walk the extra mile start reading about ‘Genius Hours’ or wait for the next post.
About the author:
Sahil Sayed is an Educator, Teacher, and Learner. An engineer who understood science and mathematics little better after teaching primary grades for almost 4 years now. Currently heading Science, Mathematics and ICT department at Red Camel International School, India.
Pure Science and Maths 