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Considering New Perspectives and Approaches: Conducting Research in Grade 6 Science

Considering New Perspectives and Approaches: Conducting Research in Grade 6 Science

When most people hear the word “research,” an image of a scientist in a white lab coat with a clipboard in hand may come to mind. We might also think of complex experiments, microscopes, and other scientific tools, as well as stacks of books and expansive library collections. This all seems daunting and a bit overwhelming for the average middle school student. Fortunately, that is not what research looks like in our 6th-grade science class.

In December, we paused our physics investigations to engage in a holiday debate about the pros and cons of real and artificial Christmas trees. We brainstormed ideas using artificial intelligence via SchoolAI to kick off this mini-research project. Once a position was established, students worked with a partner to research and generate an argument for their preferred Christmas tree type.

While researching, students explored topics like sustainability, environmental impact, convenience, maintenance, and holiday traditions to defend their position. Not only did students have to consider all of the facts and opinions they could gather to support their position. They were also required to conceive of a way to make the choice even better. Their innovative solution had to make life better by improving existing options, developing a new application of existing ideas, or solving the problem in a completely new way.

The project aimed to develop essential research and information literacy skills like identifying and evaluating credible sources of information, using online resources effectively, citing sources properly, and staying organized while searching. These academic skills will be built upon in future science classes. The advantages of this type of project in a middle school science class are numerous and support academic achievement across disciplines.

Some of the benefits of conducting research projects in middle school science classes include:

  • Deepening Understanding - Going beyond memorizing facts, students actively investigate a topic, fostering a deeper understanding of scientific concepts. They learn to connect different scientific ideas and apply them to real-world scenarios. In this case, students thought about the history and tradition of real and artificial Christmas trees. Then,  they explored the pros and cons of each type of tree that many people consider or disregard when it comes time to decorate.
  • Fostering Creativity and Innovation - Students have the freedom to explore their own interests and develop unique approaches to their research questions. This encourages creative thinking and innovative problem-solving. This 6th-grade research project required students to include an innovative solution, a way to make their choice (real or artificial tree) even better.
  • Improving Communication and Presentation Skills - Students learn to communicate their research findings through written reports, presentations, and scientific posters. They also learn to explain complex scientific concepts to others. Another requisite element of this research project was sharing their position in a semi-formal oral presentation to the class.
  • Boosting Confidence and Self-Efficacy - Completing a research project gives students a sense of accomplishment and boosts their confidence in their scientific abilities. The 6th-graders worked diligently on this project as it was the first major grade of the second trimester.
  • Increasing Engagement and Motivation - Research projects can make science more engaging and relevant to students' lives. They provide opportunities for hands-on learning and exploration, which can increase student motivation and interest in science. Students were very passionate about this project because they drew on their personal experiences with Christmas trees to support their research.

This research project provided a valuable learning experience for the 6th-grade students, helping them develop essential 21st-century skills and a deeper appreciation for the scientific process. Not surprisingly, we were split down the middle. About half of the 6th-grade students argued for real Christmas trees while the other half argued for artificial Christmas trees. I hope this activity added some curiosity and wonder to the holiday season encouraging the students to consider new perspectives and approaches.