Every September, our class of ~20 University students heads out to Murray Middle School to partner with their science department to explore what it means to do science or to be a scientist.
Each fall, our class evolves in three sections.
Why is it that access to education depends on race and wealth?
September is spent mostly in a University classroom, learning about the opportunity gap and what's being done to close it. We also dive into literature on identity development, how learning works, and science communication.
What can we do to get all students excited about science?
October is spent out in the real world, getting to know the 8th graders and finding out what makes them excited about their world. A centerpiece of this part of the course is a joint field trip to Wolf Ridge Environmental Learning Center in Finlandia, MN. We're working to move beyond test tubes and lab coats and focus on experiences that make science feel authentic and relevant.
What's the most effective way to support students' first attempts at independent inquiry?
November and December are spent working 1:1 or in small groups with students as they design and execute experiments that answer their own questions. It takes a lot of creativity to help them see how they can own the process, but it is so rewarding when they do!
Students from GCC 3026 help a student from Murray work out a tornado-simulation experiment.