On the first day of school, I did the mystery box with two classes: my grade 11 IB physics students, and my grade 6 science students. Although I presented the lesson at a development-appropriate level for the two classes, the crux of the activity was the same: could the student groups propose a model, devise appropriate tests, and revise the model?
Perhaps unsurprisingly, a greater percentage of the older class came up with a workable model. What I didn’t expect, however, was that the grade 11 students were little better than the younger students at the iterative model-testing process (the same result was found with grade 7 when a colleague was compelled to try it in his class, too). In both groups, most students got “stuck” on a feasible-looking model, and were unable to suggest ways it could be checked/verified/falsified.
There are two possible conclusions:
- Both groups are at the same Piagetian developmental stage (the concrete, rather than formal, operational stage).
- The older students have received little opportunity or impetus to develop their inquiry skills over the past six years.
In either case, my goal is clear: to deliver an educational experience to both classes that equips them with the tools to think like a scientist.
I was delighted that one of my (grade 6) students tried to recreate the mystery box at home. As you can see, she was quite happy with the result.