Why Integrate Science Projects in the Classroom—A Teacher's Perspective

Why should teachers have students do independent science projects? In part one of a three-part series, the new STEM Content Managing Editor at Science Buddies offers a teacher's perspective.

Note: In this week's blog, we introduce Janna Privette, the new STEM Content Managing Editor at Science Buddies. With seven years of experience teaching middle and high school science, Janna has effectively integrated independent science projects into a variety of in-person and virtual classroom environments. Today's post is the first of a three-part series aimed at motivating and offering practical guidance to educators who wish to include more independent science projects in their classrooms.

Meet Janna Privette: STEM Content Managing Editor at Science Buddies

As a former science educator, I've seen firsthand how independent science and engineering projects can inspire and empower students to become agents of change in their communities and beyond. I look forward to sharing my experiences with you, in the hopes that they will encourage you to take steps, big or small, to introduce these impactful experiences into your own classroom. Thanks for being here!

Transforming Classroom Challenges into Student Opportunities

My educational career began in a poorly-funded rural school district, where my classroom budget was non-existent. Despite these limitations, I was determined to empower my students to make a meaningful impact in their community and beyond, even without the fancy lab equipment and afterschool STEM programs available in more urban parts of our state. After attending a state-funded professional development opportunity, I implemented a Science Research class for advanced students to develop independent research projects to present at the regional science fair.

To my surprise, my students quickly found success, both in the awards they won at the fair, but more importantly in the mindsets they developed. I saw a student who was distrustful of science as an 8th grader qualify for the International Science and Engineering Fair (ISEF) as a 10th and 11th grader, catapulting her identity from the smart farm kid to ‘the science fair kid’ to nursing student to medical professional. My students earned scholarships, got lab experience that turned into internships, exposed their peers to science through their research, and most importantly, learned to see themselves as scientists.

Engaging All Students as Scientists

In my classroom, independent science research wasn’t just for high-achieving students. As I developed my dedicated research class, I realized there were ways to incorporate smaller-scale projects into my other classes as well. In Environmental Science, often a default for students who identified as ‘not a science kid,’ my students worked in teams to develop projects testing various aspects of air quality in our community. Each group pitched their research plan to local scientists who gave them feedback to refine their methodologies, collected and analyzed data over several weeks, and ultimately presented their findings at a Family STEM Night Showcase, right alongside the advanced research students. I can’t identify many more rewarding experiences than seeing these students, once disinterested in science, presenting their findings with enthusiasm, and explaining to their parents and peers why it is important to test their homes for radon and how long-term exposure to wildfire and wood-burning stove smoke can increase the likelihood of cardiovascular disease.

Start Small & Embrace the Journey

The true measure of success in implementing independent research projects wasn't whether my students pursued science in higher education, but rather the enduring understanding and appreciation they gained from the research process. My students learned to view science not just as a collection of facts about the world, but as a dynamic, practical process. If you’re on the fence about taking the leap and having your students do independent research, I encourage you to start small. Once you start seeing the rewards, you won’t be able to stop.

Read More

See the other posts in this series:

• Ahead of the Curve: A Science Teacher's Guide to Proactive Science Project Planning
• Elevate Your Science Classroom: Taking Independent Student Science Projects to the Next Level