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Taking existing knowledge and changing the approach to create something new

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Helping a student UNLEARN information is considerably more difficult that teaching another student who is not using an incorrect algorithm. 

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Helping a student UNLEARN information is considerably more difficult that teaching another student who is not using an incorrect algorithm. 

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2.  hopefully students will see that a problem can be approached in a variety of ways

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Solving problems in ways that aren't conventional

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Solving problems in ways that aren't conventional

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Tenacity is essential in science

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Approach problems in new ways

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1.Students have a preconceived notion of how an experiment will turn out.  Their results may differ and they may not know how to "get back on the bike".

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1.Students have a preconceived notion of how an experiment will turn out.  Their results may differ and they may not know how to "get back on the bike".

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2. They have to go back to the parts of the experiment that "worked for them"  and reason why it turned out differently.  Then they will need to take the new info and revise their hypothesis.

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Try something out of your comfort zone and keep at it instead of giving up.

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Try something out of your comfort zone and keep at it instead of giving up.

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2.  Just because you meet criteria or figure something out does not mean you have finished learning and exploring.

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2.  Just because you meet criteria or figure something out does not mean you have finished learning and exploring.

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students will be able to see that we can learn and "unlearn" things.

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We might fail at first, but with effort and persistence, we can succeed.

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Try something new instead of rehashing a project they did in elementary school.

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Try something new instead of rehashing a project they did in elementary school.

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Think outside of the box.

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1. Testing and thinking outside what you think you know.

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1. Testing and thinking outside what you think you know.

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2. Making connections, testing, time to learn and unlearn.

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Students should look at their conclusions objectively - and continue to research to find more information.  Overcoming misconceptions is difficult to do.

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1. Pick an old idea but do something new with it. Change the variables to prove something else.

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1. Pick an old idea but do something new with it. Change the variables to prove something else.

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Even familiar topics provide opportunities for experimentation 

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Even familiar topics provide opportunities for experimentation 

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Experimenting with new ideas
2. Making connections with prior knowledge to new information in order to develop cognitive understanding

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1. Students will have to unlearn some of what they "know" about science and inquiry as they learn from mistakes and are open to redesigning.
2. This sheds light on how hard it is to unlearn and adjust a previously learned misconception.

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1.  Testing ideas; teachers and students think they have an answer before trying to prove it.

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1.  Testing ideas; teachers and students think they have an answer before trying to prove it.

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1. Targeted discovery
2. Engagement through life-based questioning

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1.  There are many ways to think about things and Science Fair challenges students to think about other ways. 

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1.  There are many ways to think about things and Science Fair challenges students to think about other ways. 

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2. Teachers need to think about students' prior learning and ideas.

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2. Brains are always growing, great ability to change.

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1. Things aren't always as they seem until there's a deeper investigation. One must persevere and at times be humbled. Success is in the journey.

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1. Things aren't always as they seem until there's a deeper investigation. One must persevere and at times be humbled. Success is in the journey.

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2. For a learner, it is challenging to learn, unlearn, then learn again. As educators, we can instill value in failures, successes, and the journey.

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1. Persevere and push through with grit.

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1. It does relate! Keep your mind open.