Science and Life Issues (SALI)

How SALI teaches science from a student perspective

Science and Life Issues (SALI) is unique in that it approaches science from a student’s perspective, rather than that of a scientist. Consider, for example, the relationship of the unit on the human body (Unit B, Body Works) to that of unit on cell structure and function (Unit C, Micro-life). Many teachers were surprised to learn that SALI begins with the whole organism and only later introduces the cell. "That doesn’t make sense," they told us. "Other materials typically begin with the cell and work up to the whole organism—they start with the smallest unit of life and build up."

Most of us have studied science for years, so this approach seems logical to us. But for middle school students, who are naturally more familiar with their bodies than with the concept of a cell, starting with the concrete is more effective. As they come to understand how human body systems work, students begin to ask the kinds of questions that are best answered by describing—you guessed it—the cell. When introduced in this way, the cell appears in a context that is immediately meaningful for a middle school student.

SALI also address students’ prior ideas and conceptions directly, using a learning-cycle model of instruction. For example, in an activity early in the genetics unit, students evaluate three different hypotheses about heredity. Two of these hypotheses, while not scientifically correct, reflect common assumptions that students make about heredity. The purpose of incorporating widespread misconceptions into the activities themselves is to allow teachers to address students’ ideas directly. Ideally, students will investigate and then dismiss their previous misconceptions in favor of explanations based on scientific evidence.

While the changes may appear subtle, we hope that they will help revolutionize science teaching and improve all students’ understanding of science!

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