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I'm here in Buenos Aires with Melina Furman;
who has invited me into her home and explained to me a lot of her work,
both with Expedicion Ciencias, and with training teachers at the Universidad de San Andres.
And she's showed me a couple of her books, which she'll show to the camera as well.
And she's here to share an exeriment based on the Stroop Test.
I'm very pleased to meet you Melina,
thank you for welcoming me.
It's my pleasure.
It's a pleasure for me to have you here.
And hear about all of your crazy and great experiments.
I work mostly in teacher education, and also in informal science education,
and with kids - from kindergarten to university
trying to teach scientific thinking - a curious and rigorous way of looking at the world.
We'll switch to Spanish for a bit now.
I'll show you some of the things we've been working on,
with a very big group of scientists, educators, teachers, and other science enthusiasts.
Here are a couple of the books that we've been writing the past few years.
This one is called: Natural Science: Learning to Investigate in Schools
It has a ton of ideas to do in the classroom, especially in primary school.
This book is to do at home one of the things I condsider most important to do, which is to explore together with children, parents, families.
It has experiments to do in the kitchen. I find the kitchen such an incredible place to do experiments!
This one's called Science in the Classroom for secondary school teachers.
And this one's called "The Adventure of Teaching Natural Science."
Which is for teachera and future teachers, with the idea that teaching science can be an adventure of thought.
Here, this is called a Stroop Test.
It's a test... "test?" and it's a cognitive science test
to study concentration.
When you try to do something un... unintuitivie?
Intuitive? Yeah.
Look - the colours are written in another colour ink than the word says.
Blue is written in green, pink is in blue, orange is in yellow, and so on.
Exactly. And we use this... I'll show it a bit closer.
We can see it better here. What you need to do is
When you see the word, instead of reading it... say what colour it's w ritten in!
It sounds easy, but it's actually pretty tough.
Because anything that we know how to read, we can't help to read.
So, we immediately we read it and we say what we see written
For example, this one says blue, but I I'm supposed to say green for the test.
And, what we do with students, and also with teachers
is to try to figure out how long it takes us, and how much more time it takes when our brain is more confused.
It's taking more out of us to do it.
We can also count how many mistakes we make.
This is a phenomenon called cognitive interference
Which was discovered by Stroop in the 1950s.
I use these principles of cognitive psychology a lot for students and tea chers to design their own experiments.
So why is it so hard to say the colour you see and not read the word?
There could be a lot of reasons...
It could be that the problem is we're reading.
Or it could be because the meaning of the word is the opposite of what we're supposed to say.
Or maybe it's just hard to do two things at the same time.
To explore these hypotheses, there are loads of things we can try
I'll share some that my students have looked into.
For example, a few asked:
What would happen if we tried in another language?
What happens if instead of our mother tongue (in my case Spanish), we try in English?
Will the different language make it easier or more difficult?
And here's another...
What would we do if the words are no longer opposites, but have a completely different meaning?
For example, here it says "SUN"
What happens if
You're supposed to say "BLUE", but you say "SUN"?
I'm not sure the brain will get as confused...
or maybe it will! We'll have to look into it!
What happens if, instead of English (or Spanish), we do it in a language we don't know at all?
Like Chinese? Or German?
Or, what about people who only speak a little English, but not much?
What about children just learning to read? Would they do better or worse?
There are so many great questions that we can investigate.
Putting our minds to work. For me, this is a beautiful example of how to teach scientific thinking.
Here's one last good one. Will it show up?
I'll take a photo.
We'll finish with this one, which is
what happens if you have a word with an contradictory image?
For example, here I'm supposed to say "SUN", but I see the word "MOON", inside an image of the sun.
Will this be the same difficultry as the words with colours, or will it be easier?
All of this is great to investigate how difficult it can be to measure and realize what's going on in the mind.
Very interesting!
Thank you for showing me all... all your ideas.
It's my pleasure. Thank you for coming.
Thanks for watching, I hope you enjoyed seeing this activity.
Please check out my other videos, and subscribe to follow along
as I search for the world's most inspiring science educators, and the best experiments and activities.
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