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I explained that we were building the model we’d be using to predict the behaviour of circuits for the  next two years, and that on tests, I would be evaluating whether they used their model in a well-reasoned way (“You’re going to grade us based on what we say??”  They were astounded).  I cautioned them against rejecting things too quickly, since they would need as much structure as they could get. 

After each presentation, we discuss it and voted on it.  For voting, they used the feedback flashcards I’d made in September.  Green means accept; red means reject; yellow means “I have a question or want something clarified”. 

In the real world of scientific investigation, she said, scientists usually rely on a model-based process rather than a hypothesis-driven one. They formulate models based on what they know from previous research and then derive testable hypotheses from those models. Data from experiments don’t validate or invalidate hypotheses as much as they feed back into the models to generate better research questions.

The traditional lecture format is the not the best method for teaching science. Again to draw an analogy with physical education, lectures are of limited use when the subject being taught is an activity.

The competitive model for science education, and for education in general, is poor training for how work is actually accomplished. Corporations compete, athletes compete, politicians compete, but the vast majority of working people have to cooperate if they want to get anything done.

Competitive grading systems discourage recreational interest. This is true in school athletic programs and it is also true for science classes. Just as students who get picked last for sports teams conclude athletics is not for them, students who fail to make the cut in science classes, conclude that they lack the "science gene," and should not even try to understand the subject.