Comments on: Shattering Common Science Myths

By: Meredith

Meredith — Sat, 06 Jun 2009 20:13:57 +0000

Great article Lori, thank you, I can’t wait for Part 2!

By: Lori Bourne

Lori Bourne — Sat, 06 Jun 2009 05:00:37 +0000

Yes, you are very right. In my research I came across a discussion board forum from the early 2000s where a group of physics students were arguing about centrifugal force and if it really exists in the “bucket” experiment. They were throwing around big words and obviously knew a lot, and none of them could quite agree! It was fascinating.

Physics is absolutely counter-intuitive; that’s the “Aristotle” in us that wants to think that the way we see things is the way they actually work. There’s so much more going on.

Anyway, the Forces Set 1 work that my sister and I created is amazing, so if anyone is interested in learning more personally, even apart from teaching it to kids, I highly recommend it.

By: Trevor

Trevor — Sat, 06 Jun 2009 04:52:46 +0000

I am enjoying the discussion here. And let’s keep in mind that it’s not just ignorant people who have fuzzy ideas about physics: it’s physicists, too! When we speak of correcting someone’s ideas about gravity for example, it is important to remember that physicists don’t even agree on what it is, or what it means! Folks in Montessori often talk about the “process” of learning rather than the “product.” One of the neat processes in physics is exploring how counter-intuitive the explanations are behind many of our daily observations. Maybe that’s the important take-away point: first impressions can be misleading–is there something else going on at a more fundamental level? Another important point is the idea of rarely ever reaching The Answer. Instead, science tends to merely get more accurate over time. Still fuzzy though.

By: Lori Bourne

Lori Bourne — Sat, 06 Jun 2009 03:27:02 +0000

Hi, Lynn! I like to hear different viewpoints – you are always welcome here!

I think what I’m talking about is when teachers explain physical science concepts incorrectly – not because they are teaching it from a religious perspective (most aren’t), but because the concepts are difficult to understand and explain correctly.

None of the myths I listed or examples I mentioned have anything to do with what someone believes about God, just with a fuzzy understanding of physics. I think what you’re referring to has more to do with the study of the origins of the universe rather than classical physics, maybe?

By: Lynn

Lynn — Sat, 06 Jun 2009 03:18:32 +0000

You can delete my comment if it poses an issue. My husband and I are free-thinkers or aka Secular Humanist. We love teaching our Montessori child science. We search out science shows and answers to questions we don’t know.

One problem could be, because it’s just my opinion, and that’s it, that some parents explain things as, “Because God made it so.” That manner of teaching, for me, stresses to the 9’s, a lot of logical bones in my body.

By: mina

mina — Fri, 05 Jun 2009 21:30:47 +0000

Wow! Thank you so much!
With so much pseudo-science around, lets at least get the true science right.

By: Jacqueline

Jacqueline — Wed, 03 Jun 2009 11:39:02 +0000

Great post! I am looking forward to Parts 2 and 3!

By: Lori Bourne

Lori Bourne — Wed, 03 Jun 2009 02:21:23 +0000

You’re absolutely right, not enough attention is paid to science in the elementary years. Even more than that, teachers do not always understand these concepts clearly. They use words incorrectly (so much comes down to shades of meaning) without realizing it. Your “energy” example is very interesting and so true!

One of the things I’ve had to realize is that so many of these concepts – how objects move, why objects stop moving – seem to be intuitive, but they’re not. It actually takes a great deal of thought to understand them.

By: PS Montessori

PS Montessori — Tue, 02 Jun 2009 23:50:24 +0000

The Montessori Elementary curriculum fascinates and overwhelms me at the same time. I remember when I visited my training center and took a tour of the model Primary room and Elementary rooms. I took one look at those time-lines and science materials and ran back to Primary. So much information, I thought! Now when I look at them, I get excited. One of these days, I’m going to get my Elementary training…

Anyway, back to the real point of the post at hand. I just have to say that science is EXTREMELY looked over in many public school systems at the elementary level. There is so much emphasis on reading and math (though we know all subjects are intertwined) that it somehow falls to the wayside. I had an experience with third graders who were very confused by the definition of energy. I came to the conclusion that no one had used the term “energy” around them to refer to anything besides the movement of children, ie: “You kids have a lot of energy!” So, spread the word of accurate science, as well science itself. So many kids are missing out completely!

By: Lori Bourne

Lori Bourne — Tue, 02 Jun 2009 16:34:15 +0000

Yes, my sister mentioned that study to me as we worked on this project. It’s amazing how these erroneous ideas get planted in our heads and we simply cannot let go of them.