Science in Structure (school buildings teach science)

An independent school in Massachusetts replaced several of the standard ceiling tiles with pieces of clear acrylic and added lighting above the ceiling so that students could see the various pipes, ducts, and wiring of building support systems normally hidden from view. The added cost was for several pieces of acrylic and two

Lexan Panels Replace Ceiling Tiles

inexpensive light fixtures. The same school had the contractor install a clear acrylic tube in the stair tower. The tube was ruled and filled with water to act as a barometer.

In visiting new school science facilities around the country I have encountered dozens of similar ideas ranging from a simple sundial created with a flag in a stair tower to a whale skeleton hanging in an entry atrium. At the same time I have observed an equal number of opportunities missed where no one suggested to the design architect that a simple enhancement of the basic design could create additional science learning opportunities for students.

This is an overused, trite phrase, but when planning new or renovated science facilities, science teachers should think outside the box, imagining “cool” ideas that could be incorporated in the design for little or no additional cost. This thinking must take place early in the planning process, at a time when the architect has not yet really finalized his or her design, or at a time when a little “tweak” could add significantly to learning opportunities without adding much, if any, cost. One caution, however, is that such ideas should be discussed with the design architect to avoid inadvertent building or fire code violations.

A prime example of creative thinking is the main entry tower at Kent

Sun's Image at 1:00 PM on March 24th

Denver School’s new science center in Colorado: A teacher saw the round tower in the architect’s schematic design and suggested adding a glass lens to the top of the conical roof. The result was an astrometrics lab in an otherwise utilitarian space. So, science teachers, put on your thinking caps and dream a little. Your “far out” idea may provide just the nudge needed to create something special beyond the classroom door.

This article appeared in the April/May 2006 issue of The Science Teacher.