Developed and maintained by Frank LaBanca, Ed.D.
Dr. LaBanca was recognized by eSchool News and Discovery as the 2006 National Outstanding Classroom Blogger for his blog, Applied Science Research
In Search of Creativity was a 2011 Edublog Awards Finalist in the "Best Teacher Blog" Category
Problem finding is the creative ability to define or identify a problem. The process involves consideration of alternative views or definitions of a problem that are generated and selected for further consideration. Problem finding requires individuals to set objectives, define purposes, decide what is interesting, and ultimately decide what they want to study.
Andragony offers an effective use of formative assessment 10/22/08
Do teachers understand? 1/31/08
An apparent paradox in idea and workload 8/29/07
The disenfranchised student, the suspect counselor, and a reflection on an Ed Tech’s perspective 6/1/07
A chat with Carol 5/2/07
The actually coding of the interviews should tease this idea out better, but it is worth discussing these two perspectives at this point.
Edited from the “W” Bulletin.A veteran educator with 30 years of experience has been hired as the new assistant superintendent of the W. Public Schools. This past week, A.G. was unanimously approved for the position at a special meeting of the Board of Education. She will take her post on Monday, Aug. 13.“I’m very excited,” Ms. G. to administrators and members of the Board of Education after her approval. Dr. G.R., superintendent of schools, called Ms. G. “very skilled, inclusive, and collaborative” and echoed the sentiment of the rest of those in attendance that he was excited to begin working with her.“First and foremost,” Dr. R. said, “she’s a kind person,” an attribute that was vital to being a part of the W. staff.Ms. G. was one of 30 applicants for the position, seven of whom were interviewed, according to E.A., director of human resources and general administration. Ms. A. said all other applicants’ résumés were “significantly pale in comparison” to Ms. G.’s.Ms. G.’s educational philosophy is “making sure that all children get the best education possible.” But to fulfill this, she doesn’t want to immediately change the way W. schools are running.“The first thing I need to do is acclimate myself to what they do, look at some data and see what needs to be done, if anything,” she said.“You have to be able to touch every area with enough expertise to make decisions,” said D.W., secretary of the Board of Education. “That’s what we see in this résumé.”Ms. G. earned her bachelor of science degree in physical education from the University of Bridgeport in 1975, a master of science degree in counseling from the University of Bridgeport in 1985, and a sixth year diploma in administration and supervision from Southern Connecticut State University in 1991.“Your credentials are impeccable,” said T.E.D., member of the Board of Education, this past Thursday. “There was a good fit.” Your credentials do fit very nicely with our needs,” said K.B., chairman of the Board of Education.Ms. G. said she’s excited to get to work.“I’m a very strong advocate for children, I have a good sense of humor, I work very, very hard, I have an open-door policy, and I’m not afraid to roll up my sleeves and get involved,” she said.“I’m sensing you will fit in well with this group,” Ms. W. said.
Ironic? Best of Luck.
We’re pioneers, striving to predict the future by INVENTING it, rather than PREVENTING it. ~Alan Kay
Every person that I have had the fortune of interviewing reports that science and creativity are related. I’m glad to see that the authentic research process is promoting this idea. The question then becomes, “What is the essence of the creativity in science?”
Wikipedia states:
Today was a special day. I didn’t realize it until it happened. I am graduating, what I perceive to be, my first NHS class. I’ve been here for 4 years, but it feels different this time. Maybe it’s because I’m leaving too, but I don’t think so. This is the first group that I have had a chance to see grow and mature.
These young men and women have influenced me as much as I hope I have influenced them. They have helped shaped my philosophy and are the true inspiration for my dissertation. Although I have already decided on my dedication, I can’t help but want to include them as well. We have accomplished great things together – most of all I hope we have established a bond that will connect us for many years to come.
Crystal, Scott, Allison – your first visit – but you believed in yourselves and me. Thank you for taking the journey with me. I hope you think about it in the future and let me know how it has influenced you.
Alex – a shy sophomore in my CPBio class, 2 year researcher – dedicated to a strong work ethic in spite of his challenges – has grown so much I can’t imagine the amazing changes. I hope he stays strong, passionate and dedicated.
Maricate – a crying junior who got kicked out of AP Bio for the wrong prereqs and got sent my way. So hard working, yet cautious – works so hard and is the CT Stockholm Junior Water Prize winner – wins me a trip to Atlanta too. I realize I am not alone in the universe when I meet all of the other amazing science research teachers. Where have you guys been hiding! This year – even more amazing work. She is my Type II error for the year. JSHS recognizes her amazing work. A bit of a snub at the CSF. Don’t let others put you down – be strong and confident. Ruth and I know what you have done.
Matt – failed my CPBio class, comes back and struggles to meet the expectations of the high school education expectations. He proves that he is worthy at the CSF – I know others are amazed. Matt will be on my mind for a long time to come – he is the disenfranchised. I’ve reached him at some level. How do we do more?
Drew – a freshman in a CPBio class – he’s got it – send him on to Honors Chem. Scoop him back junior year – win the Science Horizons – my first ISEFer. Continue the glory senior year. Drew there is so much to say – but I’ve said most of it in my ISEF letter last year. I meant every word. You very well may be the most influencial student in my life. Fly high cadet and remember your roots!
And even though they do not graduate – to my juniors – Dayton, Rebecca, Wesley, & Ivan – keep it up – you are Newtown’s finest.
So what does it all mean? Science research matters to me. It matters on so many more levels than the project. It is my legacy – these young men and women are my legacy. They are my Mr. Holland’s Opus. I must keep doing it strong and well – because it makes all the difference. These students are my research – they may not be my subjects – but they are the cause.
Oxford? Are you sure you’re ready?
Type I error is when we reject a true null hypothesis. Type II error is when we do not reject a false null hypothesis. Although we cannot eliminate the possibility of making an error in hypothesis testing, we can control the criterion for rejecting the null hypothesis . . .I’ve struggled with what this actually means and how to explain it well until a recent science fair experience.
At the fair, on the first day of judging, the scientific posters are evaluated without the students present. The top 25% are identified and these students are called back for finals. This year, eight of my ten students were called for finals. One of the eight was called just for a category award. That basically left three in the lower 75%. One was not surprising to me. His project “a” was weak, poorly conceived, and poorly presented. The other two, however, were a bit surprising.
As I was traveling home from a graduate stats review I was conducting, I had a student “b” call me very upset about her results in the science fair. She did not make finals. I was surprised, because she was a finalist the previous year and her project this year was far stronger. She had, only the week before, won first place at a different science symposium for her work. The other student, “g,” who had not made finals also placed first in her category at yet a third event. Student g failed to heed my advice about her poster – I informed her that it was convoluted and difficult to follow. Without her present, the judges might have a hard time evaluating it. And so it goes – that project was not selected as a fair finalist. However, that student was named a finalist for a special award category. Unfortunately b’s ride ended at that phone call. However, g ’s trip continued on. She wound up winning many special awards, even though she was not recognized as a finalist:
Xerox Computer Science Awards – MedallistUnited Technologies Corporation AwardQuinnipiac University ScholarshipConnecticut Academy for Education DeRocco Award for ExcellenceIEEE, Connecticut Section AwardMeyerand Young Woman Scientist AwardThe Howard Lessoff Award for Excellence
As g received these awards, I thought to myself. Surely a mistake was made in the preliminary judging. I know why it was made – the judges couldn’t get past the poster and see the great science that was there. And then it hit me . . .
This is a Type II error. B and g were false negatives. They should have been there but they weren’t. This was a pretty bad error, because there was no way to correct it. If a project was selected in the prelims but wasn’t good, it would have made it to finals, but would have been weeded out there – the false positive. Not as bad here, because a correction can take place at a later time.
Summary:The false positive – the student who was recognized, but should not have been.The false negative – the student who had the great project, but wasn’t recognized.
I have recently been considering what makes a great science research project great. There certainly have been some common characteristics – long term involvement, metacognitively recognizing that the problem is significant to an authentic audience, working with an experienced and well-versed mentor. However, after having a talk with Ed Schmidt, science research director at Brewster High School, I realized that there is a very critical component which differentiates a good project from a great project.
A good project often will observe and analyze phenomena. However a great project offers a novel solution to a problem.
This is a very important distinction. I have had absolutely wonderful projects that have been observations of phenomenon – Igor’s mummichog study, Drew’s mummichog study, Aman & Caitlin’s ribbed mussel studies – many of the wonderful environmental projects I have done have focused on observing phenomena and reporting environmental impact. These have been very successful, however, the trick to take it to the next level is the novel solution aspect – Dayton’s coliform detector, Rebecca’s neural nets, Sara’s microwave strategy, Wesley’s fuel cell. These projects have an important distinction. Their contribution is not only reporting authentic information, but also includes a potential method or solution to evaluating or fixing the problem.The challenge, therefore, is to get students thinking about new challenges and new solutions. Ones that are original, unique, and valuable.
