“They were so robotic with their thinking”. That’s what one of our science teachers said to me today.
During science on team 5-2 today a lab was occurring. The lab was a simple yet effective way to show what the students learned about carrying out an experiment and different properties of substances. Students were asked to write the procedure out and pick two tests to conduct on their two “unknown” substances (which were salt and iron fillings). They then were asked to take down data and compare their substances to others in the chart to find out what the unknown ones could be. After the experiment they would analyze and interpret using the evidence they gathered and draw a conclusion.
Simple, right? So why am I writing about robots you ask?
Well.. we noticed something very interesting between the classes. All students added water to the mixture that was white (which could of been sugar or salt) while only some students DIDNT add water to the second substance which was dark in color (being either iron fillings or activated carbon). Heres what I mean…
Class 1: All students looked at the table of properties and substances and saw that both white mixtures were soluble. So, they added water and continues on to test another property. When it came time to do the same for the darker color substance, most students in the class referenced the chart that said “no” for soluble. Students didn’t bother mixing water into this substance knowing that they didn’t need to and to try something different.
Class 2: Most students, with the exception of 4 or 5, mixed both substances with water.
So why was it that class 1 seemed to save themselves a step, whereas the other class went ahead and copied what they did for substance 1 for substance 2 without checking?
The science teacher looked at me after class 2 and said, “they were so robotic with their thinking”. I asked her to explain. She said that her theory is that the choices made depended on her class level. Class 1 was a relatively lower level class, filled with students who have IEP’s. Class 2 was her highest class, where only 1 student was on an IEP. She said that it was interesting to see how her lower class carried out their experiment in a smarter and more effective way.
Her theory? Students who were lower referenced back to their book more, seeking for help and more the answers in front of them oppose to thinking they should do something right from the start. She explained most students who are lower look around the room at the posters for answers and re-read trying to find what they need. This allowed more students to see that they didn’t actually need to test the darker substance.. the answer was right there in the book and saved them the step. Class 2, who had much higher students, thought more robotically and automatically added water to the second since they added it to the first. They thought that’s what they should do instead of checking their references and seeing they didn’t need to.
It was incredibly interesting to see this in action, and it made me think about the differences in the minds of our youngsters. So many students rely on observation. They see one other student adding water to the substance and automatically do it like a robot would. They don’t think for themselves as much as they should. I’m not sure if this is something that we need to change.. or something that we as teachers might need to adjust to.
Thoughts?
Alyssa's Blog 
This is so interesting! Something similar happened in a first grade class I was working in last year. The kids were working on a STEM project where they were using the given materials to build the highest structure they could that would hold a small weight. The teachers working on this project often co-teach and I noticed the kids were divided into their math groups by room. One room had very happy kids with some really creative structures while the other room’s structures looked more or less alike and the kids were becoming incredibly frustrated when the weight collapsed their structure (lots of tears). We were all struck by the fact that the kids who struggled in math handled the challenge better than those who found math easy. Like you, we thought it was because the 1st group was used to not always getting things right away. They often look around to learn from others. The frustrated group was used to things coming easily to them and got frustrated because they didn’t immediately “know” the right answer.
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I loved your post! So true how we so often just go thru the motions while missing the small details. The students are of a fast time where they are use to instant gratification and, because of technology, the thinking is mostly done for them. I find this all the time with the kindergartners. They just need to be explicitly taught the basics. I found this Ernie and Bert video so helpful when teaching K-students to “stop & think” before making a decision, forming an opinion, answering a question or acting out.
After they view the short video, I would continuously offer visual feedback with a stop hand and the gesture for focus. It seems to help each year, hopefully to get them in the practice of becoming critical thinkers.
Great post!
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Alyssa,
I agree with the comments above. The students who need more help are used to having to re-read, or look at notes, and the students who think they already know are the ones who take the chance and guess the right answer.m But, I think with all students, they are going to follow whoever they think has the right answer. It is human nature to follow. Look at small children, who will imitate exactly what you do during play. I don’t think you can change this so much, but you can probably help the students learn to think for themselves.
Kerry
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