edited by MIRIAMC. NAGEL Avo" High Sehaal Avon. CT 06001
Safety Concerns in Student Research and Independent Study Projects Jack A. Gerlovich National Council of State Science Supervisors Orimes State OfficeBuilding Des Moines, IA 50319 Research versus independent Study Projects Research has been defined by Webster' to be
critical and exhaustive investigation of experimentation having far its aim the discoverv of new facts and their correct internretation. the revision of accepted conclusions,theories, or lnwa, in the light of nes,ly discovered fnrts, or the prnrrirnl npplirntiona uf
such new or rwised conclusions,th~ories,ur laws. For most students in high school chemistry, this definition does not apply to their research efforts. By contrast, independent, as it relates t o student study, is defined by Wehster2 to be "not looking to others for one's opinions or for the guidance of one's conduct." Most student research would fall into this category, i.e., they are given the minimum of teacher guidance or bias in performing their activities toward the resolution or verification of a specific science-related problem. Independent study can be further subdivided into home study and on-school-site study. There is obviously a significant difference between these two, pertaining to references, equipment, adult supervision, and, ultimately, teacher liahilitv. Teachers should review all independent studv ~ r o jects with special attention toward safeiy aspects involved. Thev should a t t e m ~ to t exert as much control as possible over.the componenis of the project that might invoive hazard without prematurely influencina- the student or hisher reasoning. Such a philosophy can obviously he more readily enforced when the student conducts h i s h e r independent study on the school site and has regular meetings scheduled with the teacher, or other appropriate supervision, to monitor progess and avoid accidents. Off-Site Prolects Teachers should probably not become too integrally involved in home study projects in which the student may incorporate potentially hazardous substances or equipment. Since the student may not have ready access to the teacher when critical questions arise a t home involving the project, he or she may become injured as a result of erroneous selfanalysis of the problem. Teachers also have no control over student decisions, conduct, and materials when the project is conducted in the student's home. If parents desire to assume responsibility for the project being conducted in their home, they should express such to the teacher in writing, especially if the student project is
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Grove. P. B.. Ed. "Webster's Third International Dictionary of the English Language: Unabridged"; A. C. Merriam: Springfield, MA. 1976; p 1930.
Footnote 1, p 1148. 430
Journal of Chemical Education
school-related. Parents should also attempt to remain in close contact with the teacher, or other appropriate adult expert, to resolve questions safely and expeditiously. Teachers should never assume responsibility for home study projects that involve hazardous equipment or substances, especially when the completion of the project will influence the students' grades for the course. Managing Student lndependent Study Projects For some exceptional students, independent study may be the most appropriate way for them to learn and to make the best use of their innate talents. I t should not be disregarded by the teacher as too hazardous to explore as a viable teachingllearning situation. However, prior to allowing, or even encouraging independent learning hy students, the teacher must satisfactorily resolve the following questions for himself or herself: 1) Will the student profit from this type of learning situation? 2) Does the student possess the interest and self-discipline to
conduct such a project? 3) Does the student exhibit stability in personal decisions which 4)
5) 6)
7) 8)
involve himselfiherself and peers? Does proper safetyequipment exist and does the student know how to use it? Will the student's academic and personal schedule secommodate that of the teacher so that regular interactions can he conducted? Are timelines and goals established by the student achievable within the academic year calendar? Is the project realistic for the student, given hisiher academic background, emotional personality, and costs? Do appropriate written and human resources exist and are they accessible to the student to assist in completing the project?
When all of these questions can be answered in the affirmative, then the teacher and select students may wish to engage in independent learning activities. Gettlng Started The following considerations should be addressed, once the decision to pursue the project is made. The teacher should take some time with the student to review all eouinment the student will need in conductine the study. c he student should demonstrate hisher safe an: Droner utilization of such eouinment nrior to inde~endent isage of it. Perhaps the first '3650% of'a semester siould he spent in such endeavors. The teacher should also periodically review with the student his or her purpose for pursuinz the i n d e ~ e n d e nstudv. t Is i t designed to enahle.the student to participate in a local, regional, or national science ~ r o i e c t ?Will it help him or her to-compete successfully with oiher students in college or career endeavors? The teacher should be suspicious if there is no clear student-identified goal for the project. If the project is meritorious, the teacher may wish to suggest entering it into competition for prizes, scholarships, etc. If the teacher is not the best resource for advising the student, he or she may wish to assist in locating such per-
sons and materials. Local industry and college personnel can often assist in such efforts. Decisions should be made concerning institutional and educator responsibility for the student when he or she is off school premises and while traveling to and from the resource person's location. A safe, conuenient location should be identified wherein the student can pursue his or her independent study. The location should he away from the mainstream of student traffic to avoid unnecessary disturbances of the project. The site should be stable so the student can leave his or her equipment for extended periods of time without interference. Safety equipment should he accessible and in proper working order. The site should be within easy reach of the supervising teacher. Arrangements should he made to assure that the teacher and student have regular meeting times when the project's progress will he discussed. If more than one student is involved in independent learning activities, each individual should report to the teacher and the group concerning the management of their respective projects. Interaction, constructive criticism, and verification should be encouraged in these experiments.
Scenarios concerning potential accidents and the appronriate reactions should he discussed with all students. I t cannot be overstated that a realistic, firm and enforceable safety attitude should be cultured among the students and staff. These meetings should be scheduled when convenient to all parties involved and which reduce the potential for other conflicts. Friday morning prior to the start of school is a zood time for most. and one in which the serious students can he identified immediately. Summary On-school-site independent student science learning projects may be pursued by teachers and select students only under specific conditions. These conditions include: adeauate. . . secure snace. . . availahilitv and Droner student use of safety equipment, regular meetings between teacher and student, and establishment of realistic student goals. Off-school-site independent study projects should be discouraged hy teachers unless safe travel to and from the site can be guaranteed, competent adult supervision is available, and liabilitv for the student's welfare can he assumed bv the most appropriate agency involved. &
Volume 63 Number 5
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May 1986
431
