Despite the fact that science, technology, engineering and mathematics (STEM) jobs offer better career prospects even in times of slow economic growth, there is a tendency for students to not enter this field. A 2010 study suggests that only around 15.6 percent of U.S. students receive a bachelor’s degree in a STEM-related field. In a technology-driven age, having more individuals involved in STEM fields is crucial to maintaining global competitiveness. Recognizing this, the Obama administration has arduously tried to engage more students in STEM fields through programs such as “Educate to Innovate.” Even the U.S. Navy planned to inject around $100 million into improving STEM in America. Yet one of the biggest reasons as to why students are not entering STEM fields is that they are not as interested in them because the classes can be too dry and predictable. From my experiences as a public high school student currently going through the process of selecting a major in college, I can see how my peers view career selection. In essence, they focus on choosing the area of study that they see as interesting. Thus, I would contend that redefining the lab work that students perform in high school would be an extremely effective way to increase interest in scientific research and learning.
High school lab experiments generally seem to focus on the scientific method; conclusions are reached through a logical and rational order of steps. Because of this emphasis on methodology, students become less curious about the actual results of an experiment. In fact, any curiosity students may have may dissipate quickly because they are told what to expect by the teacher, or because they know the result of the experiment through their schoolwork. For example, this past year, I had to do a lab that calculated the acceleration of gravity. I knew that gravity should have an acceleration of -9.81 m/s2 and I was not surprised when my results were essentially that value.
Fundamentally, experiments like the one I described about gravity suggest that experiments only have one correct answer, and that the conclusions of an experiment will be given before it is even started. These types of experiments don’t spark interest in the minds of students. A story is more interesting if you don’t know the ending; in the same way, allowing students to find their own answer to a lab experiment makes the entire experience more fascinating, thereby creating an interest in the subject matter. High school labs as they currently exist are great teaching tools, but they do not actually foster the curiosity that often accompanies scientific experiments in the real world. Allowing students to pursue experiments that do not have a predetermined answer will actually make them interested in pursuing research opportunities in college.
I’m not trying to say that the current methods are wrong and ought to be abolished. Focusing on the scientific method and understanding the experimentation methodology in labs is a crucial prerequisite for performing lab experiments on one’s own. However, I contend that focusing solely on labs that teach the methodology of experiments throughout 12 years of schooling may not be the best approach. Students often begin learning the scientific method as early as third grade. By the time they enter high school, students should have learned the scientific method well enough to start researching on their own.
Science fairs are an excellent way to increase student interest in STEM fields. With science fairs, each student develops a question that he or she is curious about and goes about finding the answer using the scientific method taught in schools. Thus, science fairs are a great way to apply the methodology behind performing experiments while also stimulating curiosity. Though many teachers already encourage participation in science fairs, making participation mandatory would ensure that all students are provided with a rich and stimulating experience. Furthermore, integrating more investigative labs into the high school classroom would also help schools teach students what science truly is — an innovative and creative process. This will not necessarily make every student want to be a scientist. However, for those students who have the inclination, and mistakenly believe that scientific discovery is merely an endeavor sans creativity, efforts to integrate more investigative experiments into the high school curriculum may help open students’ eyes and allow them see the true wonders of science.
Rishi Suresh is a rising senior at Clear Brook High School working as a summer intern in the Baker Institute Science and Technology Policy Program. He plans to major in a STEM-related field.