Ah-Ha Journal

First week of class:

6 boxes of something inside of them- but were not allowed to open them

Making observations (shaking the boxes, listening)

Forming hypotheses (predicting what’s inside)

Using indirect evidence (you can’t see inside)

Collaborating and arguing from evidence

Revising ideas based on discussion

This mirrors how scientists study things they cannot directly observe (air)

During the activity with the six mystery boxes, my group and I were asked to determine what was inside each box without opening them. We could only shake the boxes, listen to the sounds, and discuss our observations with each other. At first, I felt uncomfortable not knowing the “right answer” and wanted confirmation which is part of my personality.

My ah-ha moment came when I realized that this discomfort is exactly what scientists experience in real scientific investigations. We were using indirect evidence to make predictions, just like scientists do when studying things they cannot directly see. I also noticed how important collaboration was. Hearing different interpretations from my group helped me rethink my own ideas and consider alternative explanations.

This showed me that science is not just about facts, but about communication, reasoning, and evidence-based argument.

As a future teacher, this activity helped me understand the value of inquiry-based learning. Instead of giving students answers, allowing them to explore, make predictions, and defend their ideas can lead to deeper understanding. I realized that learning science is not about being right. It’s about thinking like a scientist.