Young Scientists Get a Kick out of KIC

by Barbara Bourne

From Science Books and Films, Vol 30, No 5, June/July 1994

“What grows on cheese, bread, and juice? It’s mold and it’s on the loose! Come see for yourself. (MOLDS, Woodbridge Elementary School, KIC 1994)

“What do you do if you can’t find information on a bug you like? Research it yourself! See how a group of students gathered data about this interesting creature. (MEALWORMS: HABITAT AND DIET, Manchester Elementary School, KIC 1993)

“What can travel around the world or from space to Earth and back in less than a second? Come to our session to see demonstrations and learn about an important technology in our society. (INFORMATION EXPRESS, Carroll Manor Elementary School, KIC 1993)

“Would you use gun oil on your salad? Why not? What about olive oil in your car? Come join me as I explore different oils. (OILS, Woodbridge Elementary School, KIC 1994)

Science fairs. They’ve become routine in many schools, but do they actually help children to catch the excitement of real science or lead them to understand how professional scientists work and share information? Is there a way to integrate more communication skills-- reading, writing, speaking and listening-- into science research? Interesting questions, indeed, ones that several teachers are putting to the test at their annual Kids' Inquiry Conference © (KIC ©).

Several years ago, Charles Pearce, a fifth-grade teacher in rural Carroll County, Maryland, began exploring avenues that would allow his students to share their research with student colleagues at other schools. As a member of the Elementary Science Integration Project (ESIP), an NSF-supported, University of Maryland-Baltimore County-sponsored teacher enhancement project, Mr. Pearce joins a consortium of teachers who are investigating ways to promote authentic science in their classrooms through inquiry, investigation, and curricular integration.

His ideas piqued the interests of fellow ESIP teachers Veronica Stokes, a sixth-grade science teacher in Baltimore City, and Susan Wells, a fifth-grade teacher in a suburban Baltimore County school. ESIP staff were happy to support the project, and soon plans were underway to hold the first Kids' Inquiry Conference (KIC 1993) on the university campus.

Mr. Pearce’s original goals formed the foundation for the conference. KIC would provide students with opportunities to:

• share the excitement of their own discoveries,
• interact with students from different schools with common interests,
• view science as a dynamic force in their own lives,
• critically consider the credibility of their own research and the research of others, and
• draw upon the discoveries of other students to enhance their own research.

Soon, students from the three classes were exploring an assortment of questions generated by their own interests. Some investigated questions left unanswered by previous units of study. Others explored new ideas sparked by reading, natural observation, or independent exploration. From these questions, the children designed their own experiments, conducted research, and collected, recorded, and interpreted data.

The processes of science were continually evident in class inquiry periods. Young scientists were developing testable questions, controlling variables, collecting and interpreting data, and presenting findings. As with the research of their adult counterparts, their findings often raised additional questions that led to new ideas for exploration and investigation. Often, projects evolved in whole new directions from the original plans.

Curricular integrations arose naturally--the applications of math, reading and language skills were integral to the processes of student research. Searching, browsing, and reading the appropriate literature was imperative to most investigations. As they conducted their group investigations, students were continually communicating their questions, plans, and observations; debating and negotiating actions and conclusions; and eventually concurring on results, recommendations, and follow-up ideas (or finding the means to incorporate differing results or opinions into their presentations).

They devised ways to collect data and wrote up results as their research progressed. In order to explain their ongoing investigations and present their data and findings, they converted charts, graphs, and diagrams to finished posters and overheads. As the conference date approached, they wrote descriptions of their presentations aimed at enticing other students to attend their sessions.

The day finally arrived. On May 27, the young scientists met on the UMBC campus to share the results of their research and to listen to the ideas of their peers. In addition to the student presentations, participants chose hands-on activities (prepared and presented by students from Mr. Pearce’s class) or took tours of working science labs on the university campus. Noted children’s science author Seymour Simon spoke in the afternoon, discussing his ideas about science and writing. Students in all three classes were great fans of his and had plenty of questions prepared.

The first Kids' Inquiry Conference was a tremendous success, and plans immediately began for KIC 1994. ESIP teacher Maureen Hoyer’s fourth-grade class (from another Baltimore County school) joined the group and proved that younger students are also capable scientists and speakers.

As with the 1993 conference, KIC 1994 was designed to provide opportunities for students to share and compare their research with that of others interested in similar ideas. Participants chose their schedules from a selection of research presentations, hands-on activities, and science lab tours. The 1994 keynote speaker was Jean Craighead George, another popular author with these literature-savvy students.

Several changes were incorporated into the planning of the second conference. Books, whalebones, and classroom videos of student preparation were available for those who arrived early. Several eighth-grade students contributed an activity in the hands-on area, providing a different perspective and a greater selection of activities.

After careful consideration, the KIC date was moved from May to March so that students would have an opportunity to communicate with one another after the conference and to publish a collective research journal. Because KIC focuses on the processes of science instead of completed projects, teachers hoped that the earlier date would encourage kids to present their research as on-going investigation rather than as finished products. Indeed, many students have plans to continue their investigations. Others plan to explore new questions raised by presentations they attended at the conference.

No one involved in this project is surprised by the level of research these young scientists undertake each year. When trusted to develop their own testable questions, fourth-, fifth-, and sixth-grade students are able to devise and conduct meaningful investigations and glean an understanding of how scientists address their own questions.

A sampling of the second year’s research conveys the variety of topics and types of questions these students investigated:

Two fourth graders observed the habits of toddlers watching television. As they conducted their research and developed their presentation, they had to struggle with such sophisticated notions as what observable behavior constituted evidence that their subjects were interested and disinterested in particular programming and what conclusions could be drawn from that evidence.

One boy examined oil--all kinds of oil--vegetable oil and olive oil, motor oil and home heating oil. He read about oil and examined different varieties under a microscope. His presentation primarily involved conveying his excitement about his research and what he had learned to date. (He has now become an expert on oil, and when his class was reading about fossils, he was able to extemporaneously supply them with a wealth of information about “fossil fuels."

A group of boys investigated water collected from several regions, noting how it differed from one location to another. Like their colleague studying oil, they researched water and examined and compared water samples. Working in a team, they were forced to make collective decisions about how (and why) they would compile and present their data.

Some students grew plants and studied and recorded the effects of various products on plant growth. Some grew mold and shared startling discoveries that they’d uncovered in their research. Others were involved in consumer testing--of household cleaners, diapers, and even toilet paper. (Regarding the last of these, they made the startling discovery that the brand used by their school was the one that never completely dissolved.)

Quite a few students developed new products. One group developed a nutritious blend of dog food that, apparently, was appealing to canines. Another group, trying to make a new adhesive, developed a silly-putty-like substance that bounced, stretched, and even removed the print from newspapers.

Groups from different schools dissected and studied squid. They not only compared their findings when they met at KIC, but also were able to see the range of questions and valid approaches other student researchers had taken.

There’s little wonder that enthusiasm runs high among KIC students, teacher, parents, and conference guests. While creating brochures for next year’s KIC participants, one student wrote, “The Kids' Inquiry Conference (also known as KIC) is so much fun you won’t mind the work the teachers throw in. First you decide on an interesting question. Then research and test your hypothesis. Then all you have to do is present in front of a mere 30 people! You even get to meet a famous author! It’s fun and you’ll learn a lot!

One parent wrote, “I’ve been to my share of field trips, but none where the kids were the field trip! I have been to science fairs (always a competition) but none where it was a sharing of information--no right or wrong, good or bad, first place [or] last place, etc. A great learning experience, just working together, gathering information, charting, drawing pictures, all things that these children are going to need in [the future].