RIP Savvy Students Use Scientific Inquiry to Solve Problems in the School Yard

Student scientists model how to bridge rigor and relevance in the classroom to real life challenges. From mosquito bite prevention to promotion of a greener America through energy conservation, Hawaii's students apply their RIP ® scientific inquiry-based critical thinking skills to mastermind solutions to perplexing problems encountered at school.

Honolulu, HI (PRWEB) November 18, 2009

ANOVA Science Education Corporation (ANOVA Science; http://www.anovascience.com): The opportunity to develop and exercise critical thinking skills while they learn standards-based content are not the only benefits young elementary and secondary level scholars acquire through Research Investigation Process (RIP ®) scientific inquiry. Supported by the results from their class investigations using the RIP, students are able to solve problems they encounter during the hustle and bustle world of school.

On many occasions, students in Sarah Goya's first grade class at Kuhio Elementary School voiced their concern about the behavior of the large number of children who crowd into a small area at a school community water fountain. On one occasion, they noticed several students climbing under a safety rail in order to quicken their escape from the "drinking fountain mob." This behavior disturbed the young scientists and motivated them to find a solution to the situation. Ms. Goya's students hypothesized that direction signs and public awareness could provide a solution to the problem. The students designed a RIP ® scientific investigation using signs with arrows directing water fountain users to enter and exit in an orderly fashion, and enlisted the help of the P.E. teacher to review proper fountain procedures during his classes. The students conducted their investigation and found that the interventions significantly reduced the number of students climbing under the rail, thus reducing the risk of potential injury at the water fountain. "I found that the relevance of the issue focused my students to apply in-depth analysis to a real-life problem," said Ms. Goya. Motivated by their success, her students are now applying scientific inquiry to rid their classroom of the ongoing problem of biting mosquitoes.

Cindy Colomb, Educational Specialist for ANOVA Science commented, "Scientific inquiry may seem too difficult for minds as young as age 6. However, with well-placed guidance, the young scientists are given the opportunity to make connections from classrooms to those that impact their lives. Over time, they develop into exceptional critical thinkers - utilizing the much needed high level of thinking emphasized as an essential tool for today's classroom."

Carrie Bashaw's Environmental Science class at Kaimuki High School opposed the idea of valuable school programs being cut because of budget deficits. Challenged by Ms. Bashaw to scrutinize the expenditures of their school building, students observed excessive amounts of electrical energy being used during the school day and decided to try to conserve electric usage at the school. They produced a teacher survey about the quantity of light used within classrooms and number of computers left on when not in use. The survey also asked the teachers to rate their personal energy conservation habits. After analyzing the data collected, the students concluded that a reduction in light usage would curtail school expenditures which could prevent program cuts. These findings were followed by placing stickers that read, "Why use 2 when 1 will do?" on one set of classroom light switches in every classroom. As a result, the students measured a 15% average reduction in school electric usage over a six month period. According to Ms. Bashaw, the effect of this RIP inquiry continues to impact the school's energy conservation awareness and electric bill. She maintains, "The most powerful impact for my students was the revelation that they, as individuals, could make such a difference in their own school community."

"Science practiced RIP style can be used to problem solve as well as to generate knowledge about the natural world," said RIP originator and ANOVA Science President Dr. Landsman. "The ultimate goal is for the application of the RIP to come to fruition in dealing with real-life situations. It's all about critical thinking - the enduring skill that's essential for students' to compete and succeed in the world today and beyond."

Third Grade students can have an influential voice when they use data-based evidence to support their argument. One such instance occurred at Hokulani Elementary School when students were faced with a scheduling change that required them to eat lunch after recess with the rationale that this would curb food waste. However, the students were unhappy with this change as it shortened their playground time. Thus, Chad Dela-Cruz, a veteran RIP teacher, challenged his students to propose an inquiry to support their hypothesis that students would in fact eat better before recess than after. The students designed their study to calculate the discarded food and liquid waste after each lunch session for two months, comparing students who had recess before and after lunch. Analysis of the data they collected led them to conclude that the mass of uneaten food did not differ for the two groups over the study period. However, they did discover that there was an increase of liquids consumed by students who had recess before lunch.

When presented the results of the inquiry by the students, Principal Al Carganilla reflected, "I was taken aback at the idea that 7 and 8 year-olds were able to be diligent in gathering data, and so capable to be articulate when presenting me their results." Dela-Cruz stated, "A good argument is always backed up with data. My students were very motivated because they had ownership in the argument for change through their data."

The three situations presented reflect how students initiated and executed inquiries using the RIP, a classroom curriculum model, to solve real-life problems. According to ANOVA Science Board Member Gordon Schaubhut, "When students are given the chance to investigate for themselves and formulate their own conclusions, they can even take ownership and responsibility for the orderliness and efficiency of their school environment."

RIP is a trademark or registered trademark and service mark or registered service mark, of ANOVA Science Education Corporation, ANOVA Science Publishing, and Dr. Robert Landsman in the U.S. and/or other countries. ANOVA Science Education Corporation assists schools in implementing scientific research-based science education programs, providing students with critical thinking and decision-making tools for life-long learning skills that support economic growth and the maintenance of security in the USA. As sole distributor of products and services associated with the Research Investigation Process (RIP ®) inquiry-based science education program for K-12 schools, the contribution of ANOVA Science's vision toward the nation's movement for science education reform has been recognized and is well received by national and state education organizations. ANOVA Science's activities and services include professional development workshops, seminars and projects; teacher coaching and mentoring; curriculum development addressing state and national standards; and publishing education materials available online at http://www.anovascience.com or http://www.ScientificInquiry.com.

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