We believe that a teacher can best serve a student individually, rather than in a teacher-centered classroom. In this class, teachers function as colleagues rather than leaders. We believe that the best science is done by colleagues in laboratories. We do not expect our students to repeat our statements, and we work to help students find their own expression. How successful we are may determine how effective our program is.

If a student has approached an experiment “incorrectly,” the teacher/colleague is not likely to prevent this approach. Since this course focuses on process and since questioning takes precedence over answering, an “incorrectly” designed experiment has as much (or greater) chance of success as one designed to produce the expected results. It is fundamental to the nature of science that unexpected results lead to important discoveries and we believe that this same phenomenon applies to science education. When the teacher allows a student to go off in the wrong direction, it may appear to the student as a lack of consideration. From the teacher’s perspective, it is a sign of respect that the student be permitted to further explore and develop one’s own thoughts.

See the quotation file, “Quotations on the Virtues of Making Mistakes.” There is another one which considers whether the teacher should function as a colleague or to preserve the archetype. Even though you know the answer, you’ll probably find the quotations enjoyable.

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