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Tyler DeWitt: Hey science teachers -- make it fun
Tyler DeWitt: Ei, professors de ciència: feu-ho divertit
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El professor de ciències d'institut Tyler DeWitt estava molt emocionat amb un classe que havia preparat sobre els bacteris (mola!) i devastat perquè els seus alumnes la van odiar. El problema era el llibre de text: no s'entenia res. DeWitt fa una crida amb entusiasme perquè els professors s'oblidin dels tecnicismes i de la precisió extrema i que escampin la ciència a través d'històries i demostracions. (Filmat a TEDxBeaconStreet.)
Tyler DeWitt - Science enthusiast
Tyler DeWitt recognizes that textbooks are not the way to get young people interested in science. Instead, he teaches science by making it fun and fantastical. Full bio
Tyler DeWitt recognizes that textbooks are not the way to get young people interested in science. Instead, he teaches science by making it fun and fantastical. Full bio
Double-click the English transcript below to play the video.
00:16
Let me tell you a story.
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Us explicaré una història.
00:18
It's my first year as a new high school science teacher,
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Sóc un professor de ciències novell a secundària,
00:22
and I'm so eager.
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estic il·lusionat.
00:23
I'm so excited, I'm pouring myself into my lesson plans.
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I em deixo la pell preparant les classes.
00:28
But I'm slowly coming to this horrifying realization
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Però poc a poc m'adono que, per desgràcia,
00:33
that my students just might not be learning anything.
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els meus alumnes potser no han après res.
00:38
This happens one day:
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Resulta que un dia
00:41
I'd just assigned my class to read this textbook chapter
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els vaig fer llegir un capítol del llibre
00:44
about my favorite subject in all of biology:
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sobre el meu tema preferit de la biologia:
00:47
viruses and how they attack.
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els virus i com ataquen.
00:51
And so I'm so excited to discuss this with them,
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I estic tan emocionat parlant-ne amb ells
00:53
and I come in and I say, "Can somebody please explain
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i pregunto: "Algú en pot explicar les idees principals
00:57
the main ideas and why this is so cool?"
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i dir per què és tan genial?"
01:01
There's silence.
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Silenci.
01:03
Finally, my favorite student, she looks me straight in the eye,
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Finalment, la meva alumna preferida em mira als ulls
01:07
and she says, "The reading sucked."
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i diu: "El text és una merda."
01:11
And then she clarified. She said, "You know what,
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I llavors va aclarir: "Ja m'entens,
01:15
I don't mean that it sucks. It means that I didn't understand a word of it.
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no vull dir que sigui una merda,
sinó que no he entès res.
sinó que no he entès res.
01:18
It's boring. Um, who cares, and it sucks."
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És avorrit. A qui li importa? I és una merda."
01:23
These sympathetic smiles
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Veig somriures còmplices
01:27
spread all throughout the room now,
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per tota l'aula i m'adono que
01:29
and I realize that all of my other students are in the same boat,
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tots els meus alumnes pensen el mateix.
01:34
that maybe they took notes or they memorized definitions from the textbook,
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Potser han pres apunts o han memoritzat definicions,
01:38
but not one of them really understood the main ideas.
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però no han entès els conceptes bàsics.
01:43
Not one of them can tell me why this stuff is so cool,
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Cap no em dirà per què és tan genial
01:46
why it's so important.
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o important.
01:48
I'm totally clueless.
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Estic del tot perdut.
01:51
I have no idea what to do next.
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No sé què fer ara.
01:55
So the only thing I can think of is say,
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I l'únic que se m'acut és dir:
01:57
"Listen. Let me tell you a story.
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"A veure. Us explicaré una història.
02:01
The main characters in the story are bacteria and viruses.
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Els protagonistes de la història
són els bacteris i els virus.
són els bacteris i els virus.
02:07
These guys are blown up a couple million times.
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Aquests estan ampliats 2 milions de cops.
02:11
The real bacteria and viruses are so small
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Els bacteris i virus reals són tan petits
02:14
we can't see them without a microscope,
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que no es poden veure sense un microscopi.
02:16
and you guys might know bacteria and viruses
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I vosaltres segurament els coneixeu
02:18
because they both make us sick.
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perquè us han posat malalts.
02:21
But what a lot of people don't know is that viruses
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Però el que molts no saben és que els virus
02:24
can also make bacteria sick."
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també posen malalts els bacteris."
02:27
Now, the story that I start telling my kids,
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La història que explico als meus alumnes
02:29
it starts out like a horror story.
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comença com una història de por.
02:34
Once upon a time there's this happy little bacterium.
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"Hi havia una vegada un bacteri petit i feliç.
02:37
Don't get too attached to him.
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No li agafeu gaire afecte.
02:40
Maybe he's floating around in your stomach
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Potser està flotant en el vostre estómac
02:44
or in some spoiled food somewhere,
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o en algun menjar podrit
02:46
and all of a sudden he starts to not feel so good.
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i de sobte no es troba gaire bé.
02:50
Maybe he ate something bad for lunch,
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Potser ha menjat alguna cosa dolenta.
02:52
and then things get really horrible,
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I passa una cosa terrible
02:55
as his skin rips apart, and he sees a virus
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perquè se li estripa la pell i veu tot de virus
02:57
coming out from his insides.
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que li surten de dins.
03:00
And then it gets horrible
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I és més terrible encara
03:03
when he bursts open and an army of viruses
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quan explota i un exèrcit de virus
03:06
floods out from his insides.
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emergeix de dins seu.
03:09
If -- Ouch is right! --
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Sí, fa mala pinta.
03:12
If you see this, and you're a bacterium,
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Si veus això i ets un bacteri,
03:15
this is like your worst nightmare.
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és el teu pitjor malson.
03:18
But if you're a virus and you see this,
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Però si ets un virus i ho veus,
03:21
you cross those little legs of yours and you think,
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creues aquestes cametes i penses:
03:23
"We rock."
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"Molem."
03:26
Because it took a lot of crafty work to infect this bacterium.
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Perquè és una feinada infectar un bacteri.
03:31
Here's what had to happen.
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Així és com es fa.
03:33
A virus grabbed onto a bacterium
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Un virus s'agafa a un bacteri
03:36
and it slipped its DNA into it.
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i li injecta el seu ADN.
03:40
The next thing is, that virus DNA made stuff
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Llavors, l'ADN del virus fa coses
03:43
that chopped up the bacteria DNA.
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i trosseja l'ADN del bacteri.
03:47
And now that we've gotten rid of the bacteria DNA,
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I quan s'ha desfet de l'ADN del bacteri,
03:50
the virus DNA takes control of the cell
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l'ADN del virus pren control de la cèl·lula
03:54
and it tells it to start making more viruses.
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i li diu que comenci a fabricar virus.
03:58
Because, you see, DNA is like a blueprint
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Perquè l'ADN és com un plànol
04:02
that tells living things what to make.
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que diu què s'ha de fer.
04:05
So this is kind of like going into a car factory
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Això és com entrar en una fàbrica de cotxes
04:08
and replacing the blueprints with blueprints for killer robots.
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i substituir els plànols per
plànols de robots assassins.
plànols de robots assassins.
04:14
The workers still come the next day, they do their job,
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Els treballadors vénen l'endemà i fan la feina,
04:17
but they're following different instructions.
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però segueixen instruccions diferents.
04:21
So replacing the bacteria DNA with virus DNA
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Per això canviar l'ADN del bacteri
04:24
turns the bacteria into a factory for making viruses --
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el converteix en una fàbrica de virus.
04:29
that is, until it's so filled with viruses that it bursts.
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Bé, fins que està tan ple de virus que explota.
04:33
But that's not the only way that viruses infect bacteria.
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Però aquesta no és l'única manera de fer-ho.
04:38
Some are much more crafty.
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Hi ha un procés més elaborat.
04:44
When a secret agent virus infects a bacterium,
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Quan un virus agent secret infecta un bacteri,
04:48
they do a little espionage.
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espia una mica.
04:51
Here, this cloaked, secret agent virus is slipping his DNA into the bacterial cell,
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Aquí el virus agent secret posa
el seu ADN dins del bacteri,
el seu ADN dins del bacteri,
04:59
but here's the kicker: It doesn't do anything harmful -- not at first.
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però, alerta! No fa res dolent. No d'entrada.
05:04
Instead, it silently slips into the bacteria's own DNA,
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Només s'infiltra silenciosament
en l'ADN del bacteri
en l'ADN del bacteri
05:10
and it just stays there like a terrorist sleeper cell,
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i s'hi queda infiltrat com un terrorista
05:14
waiting for instructions.
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esperant instruccions.
05:17
And what's interesting about this is now whenever this bacteria has babies,
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El més interessant és que quan el bacteri tingui fills
05:23
the babies also have the virus DNA in them.
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aquests també tindran l'ADN del virus.
05:29
So now we have a whole extended bacteria family,
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Així que tenim una gran família de bacteris
05:32
filled with virus sleeper cells.
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plena d'agents infiltrats.
05:37
They're just happily living together until a signal happens
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I viuen feliços fins que hi ha un senyal
05:41
and -- BAM! -- all of the DNA pops out.
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i BAM! L'ADN s'allibera,
05:45
It takes control of these cells, turns them into virus-making factories,
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pren el control de les cèl·lules,
les converteix en fàbriques de virus
les converteix en fàbriques de virus
05:49
and they all burst,
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i exploten.
05:51
a huge, extended bacteria family,
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Una família de bacteris enorme
05:54
all dying with viruses spilling out of their guts,
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mor mentre els virus els surten de les entranyes.
05:57
the viruses taking over the bacterium.
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Els virus vencen els bacteris.
06:02
So now you understand how viruses can attack cells.
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Ara ja enteneu com els virus ataquen les cèl·lules.
06:06
There are two ways: On the left is what we call the lytic way,
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Hi ha dues maneres. A l'esquerra
hi ha el que anomenem la via lítica,
hi ha el que anomenem la via lítica,
06:10
where the viruses go right in and take over the cells.
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quan els virus prenen el control directament.
06:15
On the [right] is the lysogenic way
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A la dreta hi ha la via lisogènica,
06:17
that uses secret agent viruses.
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que utilitza el virus agent secret.
06:21
So this stuff is not that hard, right?
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No és tan complicat, oi?
06:23
And now all of you understand it.
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I ara tots ho enteneu.
06:25
But if you've graduated from high school,
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Si teniu el batxillerat,
06:27
I can almost guarantee you've seen this information before.
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és quasi segur que ja ho havíeu vist abans,
06:31
But I bet it was presented in a way
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però presentat d'una manera
06:33
that it didn't exactly stick in your mind.
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que no se us quedava al cap.
06:38
So when my students were first learning this,
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I per què els meus estudiants d'entrada
06:40
why did they hate it so much?
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odiaven tant aquest tema?
06:43
Well, there were a couple of reasons.
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Bé, hi ha dos motius.
06:45
First of all, I can guarantee you that their textbooks
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Primer, us asseguro que els llibres de text
06:48
didn't have secret agent viruses, and they didn't have horror stories.
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no tenen virus agents secrets ni històries de por.
06:54
You know, in the communication of science
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I és que en les ciències
06:57
there is this obsession with seriousness.
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estan obsessionats amb la serietat.
07:01
It kills me. I'm not kidding.
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Em supera. De debò.
07:03
I used to work for an educational publisher,
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Jo vaig treballar per una editorial escolar.
07:05
and as a writer, I was always told never to use stories
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Com a escriptor em prohibien fer servir històries,
07:09
or fun, engaging language,
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llenguatge atractiu o res divertit
07:11
because then my work might not be viewed
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perquè llavors no semblava un llibre
07:13
as "serious" and "scientific."
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"seriós" i "científic".
07:16
Right? I mean, because God forbid somebody have fun
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Ho veieu? Perquè Déu va prohibir que fos divertit
07:19
when they're learning science.
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aprendre ciència.
07:21
So we have this field of science that's all about slime,
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I la ciència de debò va de materials viscosos
07:26
and color changes. Check this out.
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i canvis de color. Fixeu-vos-hi bé.
07:39
And then we have, of course, as any good scientist has to have,
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I, evidentment, tot bon científic ha de tenir
07:44
explosions!
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explosions!
07:47
But if a textbook seems too much fun,
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Però si un llibre de text sembla massa divertit,
07:52
it's somehow unscientific.
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no sembla científic.
07:55
Now another problem was that
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El segon problema és que
07:59
the language in their textbook was truly incomprehensible.
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el llenguatge dels llibres de text és incomprensible.
08:05
If we want to summarize that story that I told you earlier,
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Si volem resumir la història d'abans,
08:08
we could start by saying something like,
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podem començar dient:
08:09
"These viruses make copies of themselves
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"Els virus fan còpies d'ells mateixos
08:11
by slipping their DNA into a bacterium."
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introduint el seu ADN dins d'un bacteri."
08:14
The way this showed up in the textbook, it looked like this:
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Al llibre de text apareixia una cosa com aquesta:
08:17
"Bacteriophage replication is initiated
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"La replicació bacteriòfaga s'inicia
08:21
through the introduction of viral nucleic acid
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mitjançant la introducció d'àcid nucleic viral
08:24
into a bacterium."
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dins d'un bacteri."
08:26
That's great, perfect for 13-year-olds.
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Fantàstic. Ideal per a nens de 13 anys.
08:31
But here's the thing. There are plenty of people
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Aquí hi ha el problema. Un munt de gent
08:34
in science education who would look at this and say there's no way
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del món educatiu veuria això i diria
08:37
that we could ever give that to students,
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que no es pot donar als estudiants
08:40
because it contains some language that isn't completely accurate.
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perquè no és del tot precís en alguns detalls.
08:45
For example, I told you that viruses have DNA.
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Per exemple, us he dit que el virus tenen ADN,
08:47
Well, a very tiny fraction of them don't.
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però una minúscula part no en tenen.
08:50
They have something called RNA instead.
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Tenen el que s'anomena ARN.
08:53
So a professional science writer would circle that
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I un redactor de ciències professional ho marcaria:
08:55
and say, "That has to go.
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"Canvia això.
08:56
We have to change it to something much more technical."
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Hem de posar una cosa molt més tècnica."
08:58
And after a team of professional science editors
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I després un equip d'editors revisaria
09:01
went over this really simple explanation,
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aquesta explicació tan simple
09:05
they'd find fault with almost every word I've used,
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i hi trobaria pegues a quasi cada paraula
09:10
and they'd have to change anything that wasn't serious enough,
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i haurien de canviar tot el que no fos prou seriós
09:12
and they'd have to change everything
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i canviarien tot el que no fos
09:14
that wasn't 100 percent perfect.
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100% perfecte.
09:18
Then it would be accurate,
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Llavors seria precís,
09:19
but it would be completely impossible to understand.
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però seria del tot impossible d'entendre.
09:24
This is horrifying.
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I això és terrible.
09:27
You know, I keep talking about this idea
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Us parlo d'aquesta idea
09:29
of telling a story,
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d'explicar una història,
09:31
and it's like science communication has taken on this idea
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però la comunicació científica es regeix
09:36
of what I call the tyranny of precision,
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pel que jo anomeno la tirania de la precisió,
09:39
where you can't just tell a story.
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que no deixa explicar històries.
09:41
It's like science has become that horrible storyteller
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És com si la ciència fos aquell narrador terrible
09:46
that we all know, who gives us all the details nobody cares about,
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que dóna detalls de coses que no interessen
09:50
where you're like, "Oh, I met my friend for lunch the other day,
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com ara "Per cert, vaig dinar amb una amiga
09:54
and she was wearing these ugly jeans.
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i portava uns texans horribles.
09:55
I mean, they weren't really jeans, they were more kind of, like, leggings,
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De fet, no eren texans. Eren més aviat com malles.
09:58
but, like, I guess they're actually kind of more like jeggings,
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Potser eren un tipus de malles texanes,
10:01
like, but I think — " and you're just like, "Oh my God.
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però crec que...". I tu penses "Déu meu!
10:03
What is the point?"
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On vols anar a parar?"
10:06
Or even worse, science education is becoming
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O pitjor. L'educació es convertirà
10:10
like that guy who always says, "Actually."
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en aquell que sempre diu "De fet..."
10:14
Right? You want to be like, "Oh, dude,
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Sabeu? Tu dius "Eh, col·lega,
10:17
we had to get up in the middle of the night
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ens hem hagut de llevar en plena nit
10:18
and drive a hundred miles in total darkness."
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i conduir 100 km a les fosques."
10:22
And that guy's like, "Actually, it was 87.3 miles."
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I aquell diu "De fet, eren 87,3 km."
10:26
And you're like, "Actually, shut up!
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I tu penses "De fet, calla!
10:29
I'm just trying to tell a story."
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Intento explicar-te una cosa."
10:33
Because good storytelling is all about emotional connection.
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Perquè les bones narracions
es basen en la connexió emocional.
es basen en la connexió emocional.
10:39
We have to convince our audience
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Hem de convèncer el públic
10:42
that what we're talking about matters.
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que el que diem és important.
10:45
But just as important is knowing
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Però és igual d'important saber
10:47
which details we should leave out
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quins detalls podem ometre
10:50
so that the main point still comes across.
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i transmetre el concepte bàsic igualment.
10:53
I'm reminded of what the architect Mies van der Rohe said,
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L'arquitecte Mies van der Rohe va dir,
10:57
and I paraphrase, when he said that sometimes
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en altres paraules, que de vegades
11:00
you have to lie in order to tell the truth.
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s'ha de mentir per poder dir la veritat.
11:03
I think this sentiment is particularly relevant
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Crec que això és molt rellevant
11:06
to science education.
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quan s'ensenya ciència.
11:09
Now, finally,
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Per acabar,
11:12
I am often so disappointed
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em decep molt quan
11:17
when people think that I'm advocating
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la gent creu que defenso
11:19
a dumbing down of science.
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baixar el nivell de la ciència.
11:22
That's not true at all.
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Això no és pas cert.
11:24
I'm currently a Ph.D. student at MIT,
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Estic fent un doctorat al MIT
11:27
and I absolutely understand the importance of detailed,
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i entenc la importància dels detalls i la precisió
11:32
specific scientific communication between experts,
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en la comunicació científica entre experts,
11:36
but not when we're trying to teach 13-year-olds.
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però no quan s'ensenya a nens de 13 anys.
11:41
If a young learner thinks that all viruses have DNA,
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Que un nen pensi que tots els virus tenen ADN
11:46
that's not going to ruin their chances of success in science.
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no destruirà el seu possible futur en la ciència.
11:51
But if a young learner can't understand anything in science
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Però si un nen no entén res de la ciència
11:55
and learns to hate it because it all sounds like this,
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i aprèn a odiar-la perquè tot sona com això,
11:59
that will ruin their chances of success.
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serà impossible que tingui èxit.
12:03
This needs to stop,
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Ho hem d'aturar.
12:06
and I wish that the change could come from the institutions
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I m'agradaria que el canvi vingués de les institucions
12:09
at the top that are perpetuating these problems,
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al capdamunt, que alimenten el problema.
12:12
and I beg them, I beseech them to just stop it.
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I els prego, els suplico, que ho aturin.
12:16
But I think that's unlikely.
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Però no crec que ho facin.
12:19
So we are so lucky that we have resources
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Per sort, tenim altres recursos,
12:22
like the Internet, where we can circumvent these institutions
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com l'Internet, amb què podem canviar les coses
12:25
from the bottom up.
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començant des de baix.
12:28
There's a growing number of online resources
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Hi ha un nombre creixent de recursos en línia
12:32
that are dedicated to just explaining science
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que es dediquen a explicar la ciència
12:35
in simple, understandable ways.
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de manera senzilla i comprensible.
12:38
I dream of a Wikipedia-like website that would explain
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Somio amb una web semblant a la Viquipèdia
12:41
any scientific concept you can think of
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que expliqui qualsevol concepte científic
12:44
in simple language any middle schooler can understand.
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en un llenguatge simple
que qualsevol alumne entengui.
que qualsevol alumne entengui.
12:49
And I myself spend most of my free time
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Jo mateix dedico el meu temps lliure
12:52
making these science videos that I put on YouTube.
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a fer vídeos de ciència que penjo a YouTube.
12:56
I explain chemical equilibrium using analogies
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Explico l'equilibri químic utilitzant analogies
12:59
to awkward middle school dances,
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amb estranys balls d'escola
13:01
and I talk about fuel cells with stories
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i parlo de les piles de combustible amb històries
13:04
about boys and girls at a summer camp.
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de nois i noies de campaments.
13:07
The feedback that I get is sometimes misspelled
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Els comentaris que rebo sovint tenen faltes
13:11
and it's often written in LOLcats,
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i estan plens d'icones,
13:13
but nonetheless
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tot i així,
13:16
it's so appreciative, so thankful
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són tan positius i agraïts
13:20
that I know this is the right way
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que sé que aquesta és la manera
13:24
we should be communicating science.
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com s'hauria de comunicar la ciència.
13:27
There's still so much work left to be done, though,
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Però encara hi ha molta feina a fer
13:30
and if you're involved with science in any way
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i si teniu cap relació amb la ciència,
13:33
I urge you to join me.
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us animo a fer com jo.
13:36
Pick up a camera, start to write a blog, whatever,
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Agafeu una càmera, escriviu un blog, el que sigui,
13:41
but leave out the seriousness, leave out the jargon.
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però no sigueu seriosos, oblideu l'argot.
13:46
Make me laugh. Make me care.
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Feu-me riure. Feu-ho interessant.
13:49
Leave out those annoying details that nobody cares about
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Prescindiu dels detallets que no interessen
13:52
and just get to the point.
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i aneu al gra.
13:56
How should you start?
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Com hauríeu de começar?
13:58
Why don't you say, "Listen, let me tell you a story"?
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Podríeu dir: "A veure. Us explicaré una història."
14:03
Thank you.
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Gràcies.
14:05
(Applause)
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[aplaudiments]
ABOUT THE SPEAKER
Tyler DeWitt - Science enthusiastTyler DeWitt recognizes that textbooks are not the way to get young people interested in science. Instead, he teaches science by making it fun and fantastical.
Why you should listen
Tyler DeWitt has taught Biology, Chemistry and English at high schools in both the United States and South Korea, and believes that science could be every student’s favorite class if it weren’t for the long words and overly technical presentation. Instead, DeWitt focuses on creating engaging lessons that evoke a sense of wonder in kids and that encourage them to think critically.
Currently a Ph.D. student in Microbiology at MIT, DeWitt studies how bacteria transfer pieces of DNA to their neighbors. He is also a coordinator for the MIT+K12 video outreach project, which encourages MIT students to create educational videos for students of all ages in all subjects. DeWitt also has a full YouTube library of videos that teach everything from valence electrons to the chemistry of acids, all with an eye toward fun.
Tyler DeWitt | Speaker | TED.com