The Analysis
Introduction
Clouds are around us all the time. During a partially cloudy day or storming rainy night. But what are clouds? This is a concept taught in school various times throughout elementary, middle and high school. Yet many do not understand how they form or what they are made of. This project developed from a curiosity to understand what people knew about a basic, elegant aspect of nature. As a research team we interviewed six individuals of various ages and backgrounds to understand what they understand about clouds.
Knowledge isn’t Everything
Through our research it is clear that there were distinct difference between older interviewees and younger interviewees. Our interviewees ages 18-30 all tried to recall knowledge they had gained in school when confronted with this question. All were able to recall a few facts related to the basic understanding of clouds and the water cycle. All acknowledged that it had been a long time since they had learned these concepts and were struggling to remember specific details. Each conceded that they were unsure of themselves and their understanding. Their behavior, facial expressions, and testimony demonstrated that they were trying to recall knowledge from their long-term memory that was failing. Each expressed that this was not information that was needed for everyday functioning within society.
The younger interviewees behavior was quite different from that of their more “educated” counterparts. Our interviewees ages 4-10 all attempted to explain the phenomenon of clouds based on their observations of the world around them. Only one of the three young students received the detailed education of their counterparts. These younger interviewees but did not hesitate to creatively come up with a hypothesis which explained how clouds form and why they exist. They developed logical stories that explained the creation of clouds through human interaction with the earth. Our observations of their behavior led us to believe that their education or lack of education about clouds afforded them the opportunity to be creative.
The Education System and Creativity
Our research led our team to believe that the education system taught older students to answer these questions using knowledge they had gained in school and not their own observations from the world. Instead of developing a hypothesis about clouds based on basic science concepts they tried to recall facts. This led us to conclude that something changed in these students from their early years to today. We attributed this change to what school had taught them. It is clear from their behavior that they had been taught to memorize the system by which clouds are created. It can be argued that had these concepts been understood using a different method that they would have been able to creatively come up with a reasonable response on their own.
This behavior differed greatly from the creative answers of our younger interviewees. They used their understanding of basic science concepts like gravity, cloud texture, and boiling water to explain the creation of clouds. It can be argued that this behavior and creativity develops in every young person. It is also clear that education and cognitive development plays a huge role in whether this creativity continues into adulthood.
Clouds are around us all the time. During a partially cloudy day or storming rainy night. But what are clouds? This is a concept taught in school various times throughout elementary, middle and high school. Yet many do not understand how they form or what they are made of. This project developed from a curiosity to understand what people knew about a basic, elegant aspect of nature. As a research team we interviewed six individuals of various ages and backgrounds to understand what they understand about clouds.
Knowledge isn’t Everything
Through our research it is clear that there were distinct difference between older interviewees and younger interviewees. Our interviewees ages 18-30 all tried to recall knowledge they had gained in school when confronted with this question. All were able to recall a few facts related to the basic understanding of clouds and the water cycle. All acknowledged that it had been a long time since they had learned these concepts and were struggling to remember specific details. Each conceded that they were unsure of themselves and their understanding. Their behavior, facial expressions, and testimony demonstrated that they were trying to recall knowledge from their long-term memory that was failing. Each expressed that this was not information that was needed for everyday functioning within society.
The younger interviewees behavior was quite different from that of their more “educated” counterparts. Our interviewees ages 4-10 all attempted to explain the phenomenon of clouds based on their observations of the world around them. Only one of the three young students received the detailed education of their counterparts. These younger interviewees but did not hesitate to creatively come up with a hypothesis which explained how clouds form and why they exist. They developed logical stories that explained the creation of clouds through human interaction with the earth. Our observations of their behavior led us to believe that their education or lack of education about clouds afforded them the opportunity to be creative.
The Education System and Creativity
Our research led our team to believe that the education system taught older students to answer these questions using knowledge they had gained in school and not their own observations from the world. Instead of developing a hypothesis about clouds based on basic science concepts they tried to recall facts. This led us to conclude that something changed in these students from their early years to today. We attributed this change to what school had taught them. It is clear from their behavior that they had been taught to memorize the system by which clouds are created. It can be argued that had these concepts been understood using a different method that they would have been able to creatively come up with a reasonable response on their own.
This behavior differed greatly from the creative answers of our younger interviewees. They used their understanding of basic science concepts like gravity, cloud texture, and boiling water to explain the creation of clouds. It can be argued that this behavior and creativity develops in every young person. It is also clear that education and cognitive development plays a huge role in whether this creativity continues into adulthood.