Various methods of science instruction have gained popularity.

In some classes, students primarily read about science, do few or no experiments, and take tests to demonstrate an ability to reproduce in writing concepts and techniques which are considered “science.”

In many classes, students will learn principles and then, more or less frequently, perform experiments to illustrate or “verify” these principles. Unfortunately, such “verification” usually is willing to tolerate 25% experimental error with no consideration for what 25% experimental error means. In these courses, experiments are performed to illustrate concepts that have already been discovered by others, elsewhere.

We believe that students learn science best by doing it, not by reading about it. Thus we have developed a program which is heavily laboratory/ research oriented. We believe that the spirit of science is achieved when the student discovers principles from experiments rather than learns the principles first and does experiments later to illustrate them. We believe that science without discovery does not fairly represent the subject to students. Science, as discovery, is harder to do; it is riskier, yet we believe it is the only way.

Fundamental questions are

“Can one teach science to teenagers by teaching them to respect authority and to believe what they are told?”

“Can one teach science to teenagers by teaching them answers before they have yet to think of the questions?”

Clearly we believe the answers to these questions are both “no.” Of course one can teach children to respect authority, to believe what they are told, and to learn the answers before they have thought of the questions. These teachings are not necessarily bad and are, in some respects, actually quite useful. However, we believe that they are not science and are, in fact, anti-science. During Open House on parents night, we have, on a few occasions given a brief talk related to this subject, entitled, “Is the Spanish Civil War Art?”

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