I’m here to report out about the results from our impromptu research project on dragronflies. It started as simply an interesting observation that I made one day last week, an observation that I thought might offer a good way to practice some question-asking protocols developed by The Right Question Institute. I reported on the early stages in this recent post.
Rather than write out this story, I decided to tell it verbally in the manner we told it to ourselves in science class. Using a flowchart that depicts the scientific process, we logged our pathway through what we soon saw as a maze of connections. The story includes moments of seeming failure when it appeared the project would need to be abandoned, to moments of insight. (It also includes a bee sting to the rear end of a certain researcher…)
In the end (pun intended), I think the project helped the children see how science does not proceed in a linear path from question to data gathering to data analysis to presentation. It is much messier. Several times we had to regroup and learn new information in order to figure out where to go next. Sometimes we even thought we’d reached the end of what we could learn.
Finally, since I’m reading Tom Newkirk’s wonderful book, Minds are Made for Stories, (and, like Newkirk, I have puzzled about the implications of David Kahneman’s Thinking Fast and Slow) I’m very happy to present this story as what it was, a story. What caused us to return to this project was the fact that we had developed a “need to know,” to complete the narrative in some way. If not to simply answer our question, at least to arrive at some satisfactory place to rest.
The result is a view of the scientific process that looks a lot like a dragonfly’s flight path, veering purposefully and flexibly from one place to the next.
And here is a short video of the common green darner.
And a video that shows some of the remarkable aerial abilities of dragonflies. I saw some of these stunts in my sit in the prairie.