by Willow Myrland
Prior to teaching I worked for the USGS conducting amphibian and reptile surveys. I remember being struck by the fact that very little of my theoretical knowledge of science prepared me for the practical application of actually doing science. The recipe-like labs of my education did not prepare me for designing my own scientific investigations. I became passionate about becoming a science educator who focused on teaching the skills I used as a scientist to help make sense of the facts we are asking our students to learn.
Teachers are being asked to do more than ever before. We are inundated with meetings, grading, analyzing data and curriculum development. We are being asked to teach not only the standards, but also social emotional skills lacking from formative years spent isolated during the pandemic. The idea of taking kids outside to do field-based research can be daunting and filled with bureaucratic hurdles. Given all this, why should we take our precious time to implement this new type of learning?
This year, our district is rolling out a new science curriculum and actively sought input from parents and students from kindergarten through high school to understand their perspectives on memorable and effective science learning experiences. Looking at the results, a clear message emerged: the science lessons that left the deepest impact were the ones filled with hands-on activities and engaging projects. Many shared memories of favorite field trips and of time spent outdoors learning with peers and teachers. What surprised me was many students expressed a genuine desire for less screen time and more moments connected with nature. They asked for more time outside. The average middle or high school student today is often juggling 6 or 7 different classes, extracurricular activities after school as well as navigating a complicated social landscape. It’s no wonder that as teachers we often hear the questions, “Why are we doing this? Or “When will I use this?” Field-based scientific inquiry steps in as the answer, offering more than just facts—it gives structure and a broader perspective often missing in traditional science classes. It answers the question “Why does science matter in my life?”
Field-based inquiry provides authentic learning experiences for students that provide a vehicle for not only teaching the science standards, but also the science practices that will stay with students long after the individual facts are forgotten. This allows students to understand how scientific knowledge is attained and creates more informed future citizens. Field-based inquiry allows students to really get to know a place on an intimate level. I have found that once students know the name of the plants, animals, and mushrooms in an area, they become much more engaged and invested in their learning. Students I taught 15 years ago visit and tell me stories of nature walks with family and friends where they can still point out a Pseudotsuga menziesii and a Tsuga heterophylla. They tell me that knowing the names of these organisms makes them notice them more as they navigate their day to day lives. This profound connection sparks an innate curiosity about the ‘why’ and ‘how’ of the environment, laying the groundwork for a genuine appreciation of scientific exploration.
So how does the process work? In field-based scientific inquiry students spend time observing and journaling in a particular place. This could be an old-growth forest, a stream or pond nearby or even the trees in their own schoolyard. They get to know the living and nonliving characters in the area. They map the area, and start to develop questions. Students then work collaboratively to develop a question about this natural area. Often students can partner with community scientists and organizations to make their project even more meaningful and authentic. They design a procedure for collecting data and head outside to collect. Students then come back to the classroom, analyze their data and answer their questions. The process culminates with a presentation to classmates, scientists and community members allowing students the opportunity to communicate their findings. This important scientific skill is often overlooked in the regular science classroom. Many of my past students have said this skill of speaking academically has been invaluable in their education and future career, regardless of the career they chose to pursue.
The generation we are teaching right now is inheriting a world filled with complicated environmental problems that will impact all of us in the near future. It can be easy for our students to get overwhelmed by the sheer magnitude of these challenges and feel like helpless bystanders. These environmental challenges need creative, informed and skilled scientists to begin the problem-solving process. Field-based inquiry arms our students with the knowledge, skills and experiences they need to begin to take on these challenges. This type of learning empowers students to become active participants in the scientific world instead of just reading about it. They stop relying on others to tell them about science and start doing science. In essence, by fostering a hands-on, field-based approach, we not only prepare our students to confront the intricate environmental issues of their future but also cultivate a generation of proactive scientists who are ready to contribute actively to shaping a sustainable and informed world.
Willow Myrland has been teaching middle school science for 17 years. She is dedicated to connecting students to the outdoors through project-based learning. She can often be found outside searching for salamanders, squishing fluffy mosses and smelling wild ginger and licorice fern.