Why Did the Plant Die?

Here I go giving our week’s topic, epistemology of mathematics and science, some thought today. I came into this week with a preconceived notion that I might not get much out of this week’s lessons because I did not pursue either of these subjects beyond high school. I have to admit the materials and lessons were really not all that bad actually. One idea that really stood out for me was the reoccurring theme that we need to learn how to accept failure as a positive element to learning because we can grow and learn from that failure.

Tom Murphy talked about the power of failure in science in his blog, “When Science is a Conveyer of Bad News.” Murphy tells us that the best description of the scientific method that he has seen is, “The scientific method involves the dynamic interplay between theory and experiment.” –Hobson. The idea that good experiments often lead to failure and that that was normal, natural and real.


Murphy uses a great example to frame this idea, he says, “Meanwhile, science fair projects across the nation—under the advisement of teachers who themselves often do not have personal experience in how science really works—approach their subject in an uncharacteristically formulaic way. Nine times out of ten the effort culminates in a proof that the initial hypothesis was right; as if that were the goal and criterion for success. The rare student is surprised by the data, admitting to a failure of the hypothesis, quickly reconsidering initial assumptions and driving into an unexpected yet rewarding direction (dynamic interplay). That’s the real scientist at work. Too bad the judges (in my experience as a judge) often don’t recognize this apparent failure as the true success.”

 

I think this also ties into how it is beneficial to let students come to their own knowledge and understanding through inquiry and experiment. The term and understanding of the notion “failure” needs to be uplifted and given new life in order for our students to be able to embrace their failure and learn more deeply in a result.
 

I had a wonderful chat with a grade nine teacher who has a unique and fresh view to education and teaching pedagogies. Entering his classroom is like getting a breath of fresh air. The environment is inviting, there are plants, art, games, food, and students who come from all types of backgrounds and situations.  In our conversation he told me that he lets his students take ownership of the classroom because this is their place to thrive and not just the teacher’s space. Just the other day one of their plants died and the students were wondering about it after. He asked them, “Why do you think the plant died?” It was eventually discovered that nobody had watered it in a long time. This small lesson hit home for me because I have a feeling I would have just watered it myself, rather than letting the students be responsible for its care. This teacher was able to turn this failure into a teaching moment where the students were asked to reflect, gather data, and come to a conclusion and I’m betting that the next plant won’t die so easily! Although this is no big science experiment, I thought that this lesson was very neat and it can be done in every class!
 

-Week 7, Sarah

See Murphy’s Blog at: http://physics.ucsd.edu/do-the-math/2012/10/when-science-brings-bad-news/#more-1257