Bernie Zubrowski first saw the benefits of such teaching science with simple materials when he was in the Peace Corps in Bangladesh and needed a nonverbal way to explain scientific concepts to his students
Scientist Teaches With Everyday Items
By Julie Polovina
Boston Globe
Boston, Mass.
May 29, 2005
Bernie Zubrowski has spent the last 30 years concocting ways to give children hands-on lessons in science using simple materials. He first saw the benefits of such teaching when he was in the Peace Corps in Bangladesh and needed a nonverbal way to explain scientific concepts to his students. Zubrowski, 65, is a senior scientist at the Center for Science Education at Education Development Center Inc. in Newton, and heads its Explore It! Science Investigations in Out-of-School Programs. He designed exhibits for 23 years at the Boston Children's Museum. Zubrowski has published 16 books and 12 curriculum guides with a variety of activities, including creating balloon-powered cars. This year, he won a Lifetime Achievement Award from the American Association for the Advancement of Science and a prize for his teaching from the National Science Teachers Association.
BLACK BELT IN BUBBLE BLOWING: I started blowing bubbles when I was in Kenya. . . . I was at a conference thinking of ways to integrate math and science when it occurred to me what interesting shapes you get with bubbles. So I took an outer point of a ballpoint pen, got some hand soap, let it soak for a while, and started blowing bubbles.
When I came to the Children's Museum, I discovered there are lots of bubbles you can make with detergent. I basically found that kids and adults love bubbles of all sorts and I got into the career of blowing bubbles.
THE ART OF CREATING FUN LESSONS : I've been attracted to the phenomena of high aesthetic appeal so I work with air and water movement, shadows and mirrors, and mobiles. I would play around first, then look at the math and science connected with it, and finally try it out with kids. I would work with elementary students for a year.
It was great doing that because it gave me a sense of what works and doesn't work in engaging the kids and getting into some serious science.
ON CHILDREN'S CURIOSITY WITH SCIENCE: Kids have a natural curiosity and wonder that somehow gets lost along the way. One of the things I have tried to do is point to interesting phenomena that they can get excited about and explore. My interest is in doing it in a way that is not just fun but also digs deeper and builds a foundation for later learning.
ON TEACHING TOTS: Zubrowski said the best part of the job is working with children. He showed third-graders in Cambridge how to experiment with a windmill made out of index cards, bamboo shafts, and a yogurt container. "The kids were fascinated. They were all trying to get right on top of the windmill, and there were lots of oohs and ahs."
ON AFTER-SCHOOL ACTIVITIES: One thing I'm finding is a lot of pressure on the after-school community to make it more academic. To me this is disturbing. Of course kids need help in tutoring. But that ought to be separated from the times they can explore and play with stuff. After school is one of the few places left that they can get that.
