My eldest son already identifies as geeky. Maybe it’ll change, and that’s fine. But right now he’s got a Raspberry Pi
, several electronics kits and a burning desire to make a robot that will allow him to take over the world. He likes coding (secret ciphers as well as Scratch
) and is getting into astronomy, microscopes and wildlife. He wants to be a zoologist (this week) and is learning to touch type so he can blog his discoveries. In the interests of fairness: he also reads continuously, rock climbs, draws really badly and has taught himself to turn cartwheels and do backflips on a trampoline. He’s as well rounded as the average nine year old, for which his mother deserves a lot more credit than I.
The thing is, supporting his interest in science always came easily to me. I get science. It makes sense to me. Although I mainly teach physics, I’ve enough of a grounding across the board that I know where to look for good explanations if I’m stumped myself. (Recently: what’s the difference between moths and butterflies?) Sport, drama, music – these are mysteries to me. But science I get.
Lots of people don’t. Which means lots of parents don’t.
project – the middle capital letter is because it’s being run out of the Ri, the Royal Institution
– is about giving parents the tools to play scientifically with their kids this summer. Instructions for simple, kitchen science demonstrations that help kids explain basic scientific ideas. It’s free, it’s supported via YouTube and it’s led not by famous faces but by real kids and parents. Alom Shaha is part of the project which means both the science and the videos are top-notch. The focus isn’t on recreating something they could see online, but on thinking scientifically
. This is about questions, not answers, and it’s something everyone can learn, young or old.
By this point you’re probably nodding enthusiastically, but you’re also realising, as I did, that we’re the wrong audience. This site isn’t intended for me, although I’ll use it. As science teachers, we don’t need this. Parents need this project.
I don’t need this site
Because I’m a geek.
There, I said it. Am I stepping out of some intellectual closet here? (Bonus points to anyone who gets the reference, answer in the comments.)
This doesn’t make me a character in The Big Bang Theory, which I see as undemanding (rather sexist) comedy rather than a life blueprint. It doesn’t make me a genius. I’m neither a scientist nor an engineer. It makes me a person who recognises a fact about the world that I’d probably take for granted, if I didn’t have to make it explicit in a daily basis for my students.
Science is cool.
Not just because it leads to great stuff. Although it does. Not just because it involves big explosions. Ditto. And not just because it’s useful (candidate for this year’s understatement award) when facing crises like climate change, water scarcity and antibiotic-resistant bacteria. Science is cool because it’s arguably the best way to answer one of the first abstract questions human beings ask.
Yes, I know that often the explanation of cause and effect involves people and their motives as well as scientific principles. Yes, I know that sometimes we’re answering the question in terms of justifying a choice rather than explaining how something works. But in its simplest possible incarnation, science is about describing how the world works and suggesting a reason for it. Magic and religion may have offered the first explanations, but science offered the first that actually worked. And still does. So science is cool, and thinking scientifically is useful to everyone, and lots of people think they can’t do it.
Who To Tell
too simplistic? It would be better to tell people who care. Parents who have six weeks of summer holiday ahead of them and know the summer reading challenge
, great as it is, won’t be enough. ExpeRimental will be adding a new video each week over the summer. Kids and their parents will be encouraged to share their own contributions – videos, surprises, results, questions – via the project Facebook page
Pass it on via your preferred social media, ideally a few times over the next few weeks. Email those in your family who are zoo keeping
child minding this summer. Better yet, send it to older brothers and sisters and challenge them to help. Bribery is good – Horrible Science
books are easy to find in charity shops and discounters, or the Klutz range
provide great materials and ideas.
I’d love to see promotional materials in local libraries and their noticeboards – I might add a few myself. And perhaps bookshops might add something in their Science for Kids shelves? The point is to get the ideas into the hands of desperate parents who want to get through the summer without spending a fortune or shouting too much.
One approach that seems to have been missed; as well as primary teachers and those running science clubs, the resources would be great for youth groups. The project would be a great foundation for Rainbows or Beavers
. Pass on the link to youth leaders for a ready-made activity in the autumn.
Something I’m using with my own kids this summer is an American site, diy.org
. Kids can share projects, from Actor to Zoologist, and earn badges to show what they’ve done. The ideas would link really nicely with the Philosopher
, Data Visionary
and Film Maker
skills as well as the more obvious scientific ones.
Next stop would be visiting somewhere scientific. I’m sure there must be lists of science centres, museums with dinosaur exhibits and wildlife centres suitable for kids. This could be as easy as printing off a checklist and heading for the park to look at bugs. Or as involved as staying overnight in the Science Museum
. Just like science, this project is about starting to ask questions, not about giving final answers. And this post isn’t really about science teaching, any more than visiting the Roald Dahl museum is about teaching literacy. Instead, it’s about being a parent.
Which is what I’ll be up to for the next six weeks or so. Probably armed with a Pringles cannon…