My First Year Teaching Calorimetry
During my first year teaching, I wanted students to understand the concept of calorimetry. The learning objective was: To measure the amount of heat absorbed or released during a chemical or physical process by using a calorimeter. I wanted to make this lesson interactive, fun, and engaging. Therefore, I decided to incorporate the engineering design process within this unit.
The plan felt innovative. I provided students with common materials like cardboard, Styrofoam, aluminum, cotton balls, etc. each with an assigned price tag. Students were then instructed to design and build a calorimeter using these items within a constrained budget. Working in groups, they would design, build, test, and use their devices. It seemed like the perfect blend of science and real-world problem-solving.
The project spanned about a week. During this time, students held frequent discussions about calorimeter designs and budget strategies. They tested the effectiveness of their devices by tracking the rate of temperature change in water. Students used this information to make improvements to their design. They then used their calorimeters to calculate heat transfer of chemical reactions. The classroom buzzed with energy and collaboration, and my students seemed both happy and deeply engaged. From an observer’s perspective, this appeared to be a very successful lesson.
Yet, when it came time to assess their understanding of calorimetry, the results told a different story. Students performed poorly. I couldn’t understand it. They were engaged, focused, and constantly discussing their designs. As a first year teacher, I did not fully understand what went wrong.
The STEM Paradox
Looking back now, I realized that the reason why students did not fully understand calorimetry was because their attention was focused on something else. Because students were so focused on the construction challenges, they seldomly thought about the science principles behind calorimetry. For instance, they spent about four days constructing and testing their calorimeters but only one day actually conducting calorimetry. And looking at the images below, I can’t help but wonder if students actually applied insulation concepts into their calorimeter designs, or just put random materials together.
The engineering design process, which I had added to make the lesson more engaging, took their attention away from the main learning objective. Consequently, when assessed on the concept of calorimetry itself, students performed poorly.
The Challenge with STEM Projects
Unfortunately, these types of projects in science education have become increasingly common, often marketed under the appealing labels of STEM or STEAM. They frequently appear on platforms like Pinterest or Instagram, showcasing students who look engaged, happy, and excited. It’s an image every teacher aspires to see in their classroom. As a result, many educators are drawn to them, purchasing these projects from Teachers Pay Teachers or creating their own. However, a closer look reveals that some of these projects prioritize the arts-and-crafts aspect over fostering a deep understanding of the underlying scientific concepts. While engagement is important, teachers must carefully evaluate whether the creative and hands-on elements of a project are supporting or distracting from meaningful learning.
Now I want to be clear. I am not discouraging the implementation of STEM or STEAM in the classroom. I think it is a great opportunity to teach students how to collaborate and work together as a group. And I think it is also a great opportunity to teach students the engineering design process. However, we must be careful that the arts and crafts portion of a project doesn’t divert their attention from the actual learning objectives. We also have to consider whether investing so much time in a project is truly worthwhile. Could the same learning objectives be achieved in less time through different methods?
For example, in hindsight, I could have structured the calorimetry lesson differently by incorporating explicit instruction before starting the project (which I implemented in later years). This would have given students the strong foundational knowledge they needed to apply calorimetry concepts. I would have then provided students with pre-made calorimeters. By providing students with pre-made calorimeters, they could have concentrated on collecting and analyzing data while performing calculations for heat transfer and specific heat. They could then use these measurements to evaluate how well the calorimeters worked through error analysis. This approach would not only have reduced the time required but also would have directed students’ attention more effectively toward the underlying scientific concepts compared to my original lesson. With these modifications, students could still work in groups and develop their collaboration skills without compromising their understanding of the content.
Balancing Engagement with Effective Learning
With that being said, before planning or purchasing projects from Teachers Pay Teachers or other sources, ask yourself the following questions:
- Does this project directly address the learning objectives?
- Can the same learning objectives be achieved in less time using other teaching methods?
- How will you ensure that students’ attention remains on the core concept?
- Is engagement supporting or distracting from the learning?
- How will you assess whether students understand the core concepts beyond engagement?
By asking these questions and reflecting on the purpose and execution of classroom projects, we can strike a balance between engagement and effective learning. It’s important to remember that while projects like building calorimeters can be exciting and foster collaboration, they should serve as vehicles for deepening students’ understanding of scientific concepts. They should not become ends in themselves. As educators, our goal is not just to spark enthusiasm but to ensure that enthusiasm translates into meaningful, long-lasting learning.