Over the ages we have seen that science has been confined to classroom learning, which is paradoxical simply because science is weaved inextricably into our everyday life, starting with the human body to every phenomenon around. While everyday discussions could be around culture, history, weather, art, how much of science do we bring into our conversations? Science touches every aspect of our life and the new way of learning is to recognize this.
At school, we find that languages, such as English, Hindi or any vernacular, may have a direct relevance to our lives, because we speak them. History and Geography may also have a direct relevance to our lives, if we visit places associated with what we have learnt or actually be a part of a culture which we are studying. Can science, similarly become so relevant that the barrier between what we learn in school and what we do at home and play, is eliminated? For example, children see and learn how to fix a fuse at home; learn the intricacies of plumbing work; learn how to use gardening equipment and tools and how to grow different varieties of plants or are involved in a Do-It-Yourself project, building an eco-friendly home in the backyard. Won’t they then be better informed about what plumbers, electricians, gardeners do and might even do most of their activities? And in the process, they truly learn what science is about.
All that happens around us, has a cause. If it is investigated, through repeated observation; results of observations are logged and tested, we can possibly arrive at the cause of any phenomenon. This observation happens in the natural world and in our everyday life. What is also interesting to note is that there is consistency in the causes and therefore predictability to why something happens. So, if gravity makes a fruit fall to the ground, that gravitational force also makes other objects fall. When the breadth of the scientific explanation is restricted to a small range of phenomena, it is called a hypothesis. When scientific explanations become wide and apply to a wide range of phenomena, possibly integrating several hypotheses and laws, it becomes a theory.[1]
Science in not something elusive, to be done independent of our regular life. In fact, it is the exact opposite of that. So instead of looking at Science as a subject learnt at school, it would be most ‘natural’ to look at science from an ‘everyday life’ point of view.
2 suggested approaches, to understanding science, are:
1) Question everything and in the process of finding out the answer, you can start connecting the information with concepts/principles learnt in school. It is re-orienting how you learn.
Everyday Life Ask Questions Gather Information Connect to concepts/principles learnt in school
2) Take a practical problem at home or elsewhere Find Solutions See their connect to concepts/principles learnt in school
Let us take some examples of ‘science is natural to us all’:
1) The human body is probably the first and most significant way to study all the sciences. We take one tiny example: the role of a substance called insulin. Its specific task is to regulate the amount of glucose in the blood. Glucose is one of the sugars, too little of which can turn off our metabolism and too much of which can cause damage to our organs. The knowledge of insulin’s role in our body can not only make us understand a medical report better but also show us ways to counteract high glucose levels. This example also revealed to us how metabolism can be slowed down and further investigation would show us the effects of that. In what more profound way can science touch us than educating us on how to lead a healthy life?
Similarly, physics and sports are very closely related[2]. For instance, how can swimmers move through the water, minimizing the effects of the physical forces on them? They must streamline their bodies and reduce the area occupied by the body as it moves through the water (and thereby reduce resistance which acts like friction on land). In sports such as cycling and football, one encounters the concept of aerodynamics. Aerodynamics refers to the ability of an object to overcome air resistance. Cyclists can travel faster when they go in a peloton (group of cyclists); as smaller distance between cyclists reduces wind resistance.
In games involving a bat and ball, for instance: How far a ball will go, when it is hit, is determined by the ball angle and ball speed after the hit. Higher the ball speed, longer the distance that it will travel. Similarly, angle is important too, as angle determines how much of the ball’s speed goes in the vertical or horizontal direction and therefore helps determine the distance that the ball will go.[3] Physics of the Human Body is a contemporary area of research as well and is relevant for athletes and other sportsman to improve their performance; for those who are going to study medicine; those interested in physical fitness or those with unique physical conditions of the body.
2) Water leaks through the lining of the kitchen wash basin. What material can prevent water from leaking through? What are the ingredients of this material which prevents water from leaking through? A practical project can help learn which substances are water-proof. Are these substances used in other areas, say, by experts in underwater or deep-sea building projects, could be one line of questioning and probing. Can we make a water-proof substance at home rather than buy from the market? Can I then compare home-used ingredients to industrial ingredients for such products to understand the difference?
3) A switch is turned on in the living room, a bulb comes on. Can a discussion ensue on how turning on the switch, lights the bulb (as a device at home)? What makes electricity reach our home from a transformer in the neighbourhood? How does the network of transmission lines supply power to a region and what is the source of this power? How is power actually generated at the power station? On what principles does the power station work and where else are those principles used in our daily life? Can I generate electricity at home and how may I embark on this project?
4) We learn about light and how it is that we see colours, in school. You are an avid artist and are fascinated by colour – what makes one see different colours? You start looking for answers: Light is delivered as particles called photons. Paint contains a coloured substance called pigment. Pigment contains molecules which absorbs many colours of light falling on it but reflects some other colours. What is reflected is what we see. You may also learn in the course of your investigation that if intense light (light of high energy) falls on your painting, the pigment molecule breaks and the colour fades (which has a scientific term: photolysis) or if the pigment molecules connect with oxygen molecules in the air, then the pigment molecule may undergo a change, altering the paint colour (scientific term: oxidation).[4] In the process, you learn how to preserve your precious paintings. You may also try making paint at home and discover: a) what properties in each of the items makes it suitable for use as paint and b) what synergy is generated in using the products together.
5) Food is not only essential for our survival but also has a strong say in our emotional state. It is a significant part of our life. Everything about food for instance, is touched by science. Why does one prefer salty food items, while another likes sweet food more? Why do most humans like sweet food? When we investigate further, we see science throwing up answers. We identify five main tastes: sweet, salty, sour, bitter and umami (meat-like taste). We have taste receptor cells in the taste buds (in the oral cavity). When these taste receptor cells interact with the food molecules, each individual taste is identified. The wide array of tastes that we can appreciate is attributed to our evolutionary history and the genes that we carry.[5] This may not be the case in all animals, for example, the feline family doesn’t have the functional gene to detect sweet flavours.[6] There is more we can learn about how taste is generated and its association with chemistry: sourness is detected when acids are present in food; salt taste is associated with metal ions touching the palate and bitter taste results from alkaloids present in food items[7].
Science is misconstrued
While we are already aware that science is misconstrued as something abstract, abstruse and hostile, the reasons for such misconceptions are multiple: 1) When science is cut off from reality in the way it is taught; 2) We don’t recognize how close science is to all of us, in daily life and 3) Science may have to use certain symbology and notations which makes it “appear” difficult. The first 2 misconceptions have been covered earlier in this and previous blogs. We wish to touch upon the third:
One significant example we can state in regard to misconstruing science, is in the area of physics equations. The very thought of an equation has associations of mathematics, automatic fear of failure and misapprehension that one can’t understand it. Are the symbols and notations used with an understanding? Let us take a simple example of the acceleration equation:
Acceleration = (Final Velocity – Initial Velocity)/Time Taken
Is there a complete understanding of the standard notations/symbols that may normally be used for representing each of the variables in this equation; are units of measurement understood and finally when this equation is taken to a real-life situation, does the student understand what acceleration actually means? Unnecessary fear can be eliminated by teaching the concept through real-life examples and allowing a student to arrive at possible representations of the concept, in his own language, symbols, notations. How would he depict this phenomenon of acceleration, once it has been demonstrated by the teacher? Does he completely understand the full range of situations in which acceleration takes place?
A student may have his own unique and creative way to depict a phenomenon which is in addition to the standard equation, who knows if that could become a new way of approaching his/her and our understanding of a phenomenon?
In this way, the standard notations can be introduced after a student’s understanding becomes clear. Thereafter, in whichever way a question is posed: a) the student can identify the said phenomenon to be acceleration, b) answer the specific question pertaining to the variables involved.
The conceptual understanding of the subject cannot be cut off from the mathematical notations[8], If it is cut off, it would make science appear irrelevant to real-life. This situation is true of all sciences where such notations and equations are used. How best to demonstrate the equation which shows its real-life applicability is the question.
Science touches all aspects of our life and therefore is immensely relevant but learning science by appreciating its relevance, may not be as easy. The reason being the vastness of science. The sheer magnitude of the world we live in and all related phenomena; means a gigantic amount of information. How much can the human brain grasp and store? In addition to the above fact, anything in this world is understood through the instrument of “language”. If science touches all aspects of life and language is used to explain all these aspects, we can naturally expect extensive use of definitions, terminologies, theories and explanations. How else to grasp science? We may be in a position to overcome this daunting task, by first understanding the world around us through doing (which we believe is truly science) and then connecting that to the vast store of principles, theories and definitions.
Once we recognize that science is natural to all of us, we also need to acknowledge one more difficulty in studying science from an “everyday life” perspective. As we question any phenomenon, it is possible we go into areas of learning, which are beyond our understanding for the moment. For example, while studying physics of the human body, we could touch upon the field of bioengineering, which may be too advanced for those in school. While that need not prevent us from asking a question, it is prudent to place all such complicated areas of study in a personal database, which can be revisited in the future. Able guidance from a mentor can be very helpful in this respect. Let us learn as much as we can today and also make room for future learning!
The above discussion was to help all students recognize that science is very much natural to us. A few ways of integrating science learning into our daily life have been suggested along with possible road blocks, which are certainly surmountable! We hope this can encourage further creative attempts by students to engage in science learning!
[1] Undsci.berkeley.edu/teaching/misconceptions
[2] C.A. Cid, The Physics of Sports, 2016
[3] The Physics of Sports, Science in the News, sitn.hms.harvard.edu
[4] A.Morris, Why Icebergs Float, Exploring Science in Everyday Life
[5] Evolution.berkeley.edu/evo-news/evolution-accounts-for-taste
[6] ibid
[7] A.Morris, Why Icebergs Float, Exploring Science in Everyday Life
[8] B.L.Sherin, How Students Understand Physics Equations, Cognition and Instruction, 2001
