Almost everybody learns far more by actively grappling with a problem, by actually handling objects, seeing them, feeling them, tasting them - by totally immersing themselves in a problem. The teams are challenged to deduce what might be hidden in the box by asking questions that can be answered by experimentation - for example, moving the box in different ways and listening for telltale sounds. A key to the viability of the teaching approach, Budnitz said, is that the objects are cheap and simple. It's only necessary to take the time to learn the process and perhaps have a willingness to move more slowly through the process of gathering scientific facts. However, he emphasized, the effort is well worth it.
Kids discover that science is fun and that they are scientists and that they can be scientists.
According to Hebrank, such inquiry-based centers as the CIBL are extremely rare in education, and in fact the CIBL is likely unique in how it conducts its workshops. The center and its collection of learning exercises were launched by Budnitz and center founder Stephen Wainwright, a James B. Duke professor emeritus in zoology. They first drew on teaching exercises that they had developed in many years of teaching - in Budnitz's case, for 22 years at Carolina Friends School. When Hebrank joined the center, she brought exercises she had developed at the North Carolina School of Science and Mathematics and the Duke School for Children, as well as creating new ones. The group was also joined by fellow teacher David Smith, who had taught at Carolina Friends School.