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Tyler DeWitt: Hey science teachers -- make it fun
Tajler Devit (Tyler DeWitt): Hej, vi koji predajete nauku - učinite je zabavnom
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Srednjoškolski nastavnik nauke Tajler Devit je bio uzbuđen zbog nastavnog plana o bakterijama (kul, zar ne?) - i bio očajan kada je shvatio da ga njegovi učenici mrze. Problem je bio u udžbeniku: bilo ga je nemoguće razumeti. On sa žarom poziva nastavnike koji predaju nauku da izbace žargon i ekstremnu preciznost i umesto toga učine nauku zabavnom sa pričama i praktičnom nastavom. (Snimljeno na 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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Da vam ispričam jednu priču.
00:18
It's my first year as a new high school science teacher,
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Prve godine kada sam počeo da predajem
nauku u srednjoj školi,
nauku u srednjoj školi,
00:22
and I'm so eager.
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bio sam veoma revnostan.
00:23
I'm so excited, I'm pouring myself into my lesson plans.
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Uzbuđen sam, uživeo sam se
u pravljenje nastavnog plana.
u pravljenje nastavnog plana.
00:28
But I'm slowly coming to this horrifying realization
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Ali polako, na moj užas, shvatam
00:33
that my students just might not be learning anything.
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da moji učenici možda ipak ništa ne uče.
00:38
This happens one day:
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Ovo se dogodilo jednog dana:
00:41
I'd just assigned my class to read this textbook chapter
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zadao sam svom odeljenju da pročitaju
jedno poglavlje iz udžbenika
jedno poglavlje iz udžbenika
00:44
about my favorite subject in all of biology:
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o mojoj omiljenoj temi iz cele biologije:
00:47
viruses and how they attack.
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o virusima i kako napadaju.
00:51
And so I'm so excited to discuss this with them,
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I bio sam uzbuđen da razgovaram
sa njima o tome,
sa njima o tome,
00:53
and I come in and I say, "Can somebody please explain
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ušao sam i pitao:
"Da li može neko da objasni
"Da li može neko da objasni
00:57
the main ideas and why this is so cool?"
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glavne ideje i zašto je ovo toliko super?"
01:01
There's silence.
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Tišina.
01:03
Finally, my favorite student, she looks me straight in the eye,
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Na kraju, moja omiljena učenica
me je pogledala pravo u oči,
me je pogledala pravo u oči,
01:07
and she says, "The reading sucked."
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i rekla: "Čitanje je baš bilo trulo".
01:11
And then she clarified. She said, "You know what,
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A onda je pojasnila.
Rekla je: "Znate šta,
Rekla je: "Znate šta,
01:15
I don't mean that it sucks. It means that I didn't understand a word of it.
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ne mislim da je trulo.
Mislim da nisam ništa shvatila.
Mislim da nisam ništa shvatila.
01:18
It's boring. Um, who cares, and it sucks."
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Dosadno je.
Koga briga za to i trulo je".
Koga briga za to i trulo je".
01:23
These sympathetic smiles
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Osmesi razumevanja
01:27
spread all throughout the room now,
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su se onda proširili po celoj učionici
01:29
and I realize that all of my other students are in the same boat,
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i shvatio sam da su svi ostali đaci
bili u istoj situaciji,
bili u istoj situaciji,
01:34
that maybe they took notes or they memorized definitions from the textbook,
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možda su hvatali beleške
ili memorisali definicije iz udžbenika,
ili memorisali definicije iz udžbenika,
01:38
but not one of them really understood the main ideas.
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ali niko od njih nije shvatio glavne ideje.
01:43
Not one of them can tell me why this stuff is so cool,
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Niko od njih nije umeo da mi kaže
zašto je to tako super,
zašto je to tako super,
01:46
why it's so important.
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zašto je tako važno.
01:48
I'm totally clueless.
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Ništa mi nije bilo jasno.
01:51
I have no idea what to do next.
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Nisam znao šta dalje da radim.
01:55
So the only thing I can think of is say,
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Jedino što mi je palo na pamet
da kažem bilo je:
da kažem bilo je:
01:57
"Listen. Let me tell you a story.
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"Slušajte. Hajde da vam ispričam priču.
02:01
The main characters in the story are bacteria and viruses.
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Glavni likovi u ovoj priči su bakterije i virusi.
02:07
These guys are blown up a couple million times.
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Ovi likovi su uvećani nekoliko miliona puta.
02:11
The real bacteria and viruses are so small
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Stvarne bakterije i virusi su tako mali
02:14
we can't see them without a microscope,
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da ih ne možemo videti bez mikroskopa,
02:16
and you guys might know bacteria and viruses
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možda znate za bakterije i viruse
02:18
because they both make us sick.
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jer se od njih razbolite.
02:21
But what a lot of people don't know is that viruses
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Ali mnogi ljudi ne znaju da virusi
02:24
can also make bacteria sick."
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takođe mogu da razbole bakterije."
02:27
Now, the story that I start telling my kids,
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Sada, priča koju pričam svojoj deci,
02:29
it starts out like a horror story.
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počinje kao horor.
02:34
Once upon a time there's this happy little bacterium.
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Nekada davno živela je mala,
srećna bakterija.
srećna bakterija.
02:37
Don't get too attached to him.
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Nemojte previše da je zavolite.
02:40
Maybe he's floating around in your stomach
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Možda pluta po vašem stomaku
02:44
or in some spoiled food somewhere,
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ili negde u nekoj pokvarenoj hrani
02:46
and all of a sudden he starts to not feel so good.
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i odjednom počne da se loše oseća.
02:50
Maybe he ate something bad for lunch,
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Možda je nešto loše pojela za ručak,
02:52
and then things get really horrible,
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a onda se dešava nešto stvarno užasno,
02:55
as his skin rips apart, and he sees a virus
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koža joj se kida na delove i ona vidi virus
02:57
coming out from his insides.
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koji izlazi iz njene utrobe.
03:00
And then it gets horrible
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A onda stvari postaju stvarno užasne
03:03
when he bursts open and an army of viruses
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kada se pokida i horda virusa
03:06
floods out from his insides.
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ispliva iz nje.
03:09
If -- Ouch is right! --
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Ako - Aauu - da u pravu ste! -
03:12
If you see this, and you're a bacterium,
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Ako vidite ovo, a vi ste bakterija,
03:15
this is like your worst nightmare.
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ovo je vaša najgora noćna mora.
03:18
But if you're a virus and you see this,
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Ali ako ste virus i ovo vidite,
03:21
you cross those little legs of yours and you think,
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lepo se zavalite i pomislite:
03:23
"We rock."
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"Mi smo carevi."
03:26
Because it took a lot of crafty work to infect this bacterium.
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Jer ste morali biti prilično lukavi
da biste zarazili ovu bakteriju.
da biste zarazili ovu bakteriju.
03:31
Here's what had to happen.
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Ovo je moralo da se dogodi.
03:33
A virus grabbed onto a bacterium
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Virus je uhvatio bakteriju
03:36
and it slipped its DNA into it.
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i ubacio svoj DNK u nju.
03:40
The next thing is, that virus DNA made stuff
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Dalje, taj DNK virusa je napravio stvari
03:43
that chopped up the bacteria DNA.
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koje su iseckale DNK bakterije.
03:47
And now that we've gotten rid of the bacteria DNA,
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I sada kada smo uklonili DNK bakterije,
03:50
the virus DNA takes control of the cell
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DNK virusa preuzima kontrolu nad ćelijom
03:54
and it tells it to start making more viruses.
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i naređuje joj da pravi još virusa.
03:58
Because, you see, DNA is like a blueprint
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Jer, znate, DNK je kao šablon
04:02
that tells living things what to make.
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koji kaže živim stvarima šta da prave.
04:05
So this is kind of like going into a car factory
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Nešto kao da odete u fabriku automobila
04:08
and replacing the blueprints with blueprints for killer robots.
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i zamenite njihove šablone
šablonima robota ubica.
šablonima robota ubica.
04:14
The workers still come the next day, they do their job,
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Radnici i dalje dolaze svaki dan,
rade svoj posao,
rade svoj posao,
04:17
but they're following different instructions.
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ali slede druga uputstva.
04:21
So replacing the bacteria DNA with virus DNA
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Znači zamena DNK bakterije
sa DNK virusa
sa DNK virusa
04:24
turns the bacteria into a factory for making viruses --
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pretvara bakterije u fabriku
za pravljenje virusa -
za pravljenje virusa -
04:29
that is, until it's so filled with viruses that it bursts.
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tj. sve dok ne bude
toliko puna virusa da pukne.
toliko puna virusa da pukne.
04:33
But that's not the only way that viruses infect bacteria.
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Ali to nije jedini način da virusi zaraze bakterije.
04:38
Some are much more crafty.
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Neki su mnogo lukaviji.
04:44
When a secret agent virus infects a bacterium,
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Kada tajni agent virus inficira bakteriju,
04:48
they do a little espionage.
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on se malo bavi špijunažom.
04:51
Here, this cloaked, secret agent virus is slipping his DNA into the bacterial cell,
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Ovde, ovaj maskirani, tajni agent virus
ubacuje svoj DNK u ćeliju bakterije,
ubacuje svoj DNK u ćeliju bakterije,
04:59
but here's the kicker: It doesn't do anything harmful -- not at first.
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ali evo brilijantnog dela: Ne radi ništa štetno
- barem ne na početku.
- barem ne na početku.
05:04
Instead, it silently slips into the bacteria's own DNA,
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Umesto toga, nečujno se ubacuje
u DNK same bakterije
u DNK same bakterije
05:10
and it just stays there like a terrorist sleeper cell,
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i tu ostaje poput neaktivne terorističke ćelije,
05:14
waiting for instructions.
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čekajući na uputstva.
05:17
And what's interesting about this is now whenever this bacteria has babies,
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I ono što je zanimljivo
jeste da kad god ova bakterija ima bebe,
jeste da kad god ova bakterija ima bebe,
05:23
the babies also have the virus DNA in them.
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bebe takođe imaju DNK virusa u sebi.
05:29
So now we have a whole extended bacteria family,
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Sada imamo celu širu porodicu bakterije,
05:32
filled with virus sleeper cells.
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punu neaktivnih ćelija virusa.
05:37
They're just happily living together until a signal happens
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One žive zajedno u sreći
dok ne dobiju signal
dok ne dobiju signal
05:41
and -- BAM! -- all of the DNA pops out.
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i - TRAS! - sav DNK izbija napolje.
05:45
It takes control of these cells, turns them into virus-making factories,
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Preuzima kontrolu nad tim ćelijama,
pretvara ih u fabrike virusa
pretvara ih u fabrike virusa
05:49
and they all burst,
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i sve pucaju,
05:51
a huge, extended bacteria family,
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ogromna, proširena porodica bakterije,
05:54
all dying with viruses spilling out of their guts,
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svi umiru sa virusima koji ispadaju iz njih,
05:57
the viruses taking over the bacterium.
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virusi preuzimaju bakteriju.
06:02
So now you understand how viruses can attack cells.
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Sada razumete kako virusi
mogu da napadaju ćelije.
mogu da napadaju ćelije.
06:06
There are two ways: On the left is what we call the lytic way,
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Postoje dva načina:
levo je ono što nazivamo litičnim načinom,
levo je ono što nazivamo litičnim načinom,
06:10
where the viruses go right in and take over the cells.
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kod koga virusi upadaju odmah
i preuzimaju ćelije.
i preuzimaju ćelije.
06:15
On the [right] is the lysogenic way
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Desno je lizogeni način
06:17
that uses secret agent viruses.
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koji koristi viruse tajne agente.
06:21
So this stuff is not that hard, right?
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Znači nije toliko teško, zar ne?
06:23
And now all of you understand it.
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I sada i vi svi shvatate.
06:25
But if you've graduated from high school,
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Ali ako ste završili gimnaziju,
06:27
I can almost guarantee you've seen this information before.
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mogu da vam garantujem
da ste već čuli ove informacije.
da ste već čuli ove informacije.
06:31
But I bet it was presented in a way
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Ali mogu da se kladim
da su vam bile objašnjene
da su vam bile objašnjene
06:33
that it didn't exactly stick in your mind.
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tako da vam nisu ostale u sećanju.
06:38
So when my students were first learning this,
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Zato kada su moji učenici prvi put ovo učili,
06:40
why did they hate it so much?
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zašto su to toliko mrzeli?
06:43
Well, there were a couple of reasons.
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Postoji par razloga.
06:45
First of all, I can guarantee you that their textbooks
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Prvo, mogu da garantujem
da njihovi udžbenici
da njihovi udžbenici
06:48
didn't have secret agent viruses, and they didn't have horror stories.
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ne govore o virusima tajnim agentima
niti horor pričama.
niti horor pričama.
06:54
You know, in the communication of science
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Znate, u naučnoj komunikaciji
06:57
there is this obsession with seriousness.
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postoji opsednutost ozbiljnošću.
07:01
It kills me. I'm not kidding.
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To me uništava. Ne zezam se.
07:03
I used to work for an educational publisher,
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Radio sam za izdavača udžbenika
07:05
and as a writer, I was always told never to use stories
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i kao piscu, uvek su mi govorili
da ne koristim priče
da ne koristim priče
07:09
or fun, engaging language,
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niti zabavan, razumljiv jezik.
07:11
because then my work might not be viewed
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jer se onda moj rad možda neće smatrati
07:13
as "serious" and "scientific."
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"ozbiljnim" i "naučnim."
07:16
Right? I mean, because God forbid somebody have fun
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Zar ne? Jer ne daj bože
da nekome bude zabavno
da nekome bude zabavno
07:19
when they're learning science.
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dok uči nauku.
07:21
So we have this field of science that's all about slime,
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Zato imamo celu ovu naučnu oblast
koja je puna ljigavaca
koja je puna ljigavaca
07:26
and color changes. Check this out.
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i promene boja.
Pogledajte ovo.
Pogledajte ovo.
07:39
And then we have, of course, as any good scientist has to have,
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I onda imamo, naravno, kao što svaki dobar naučnik
mora da ima,
mora da ima,
07:44
explosions!
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eksplozije!
07:47
But if a textbook seems too much fun,
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Ali ako udžbenik izgleda
kao da je previše zabavan,
kao da je previše zabavan,
07:52
it's somehow unscientific.
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onda je nekako nenaučan.
07:55
Now another problem was that
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Još jedan problem je bio
07:59
the language in their textbook was truly incomprehensible.
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što je jezik u njihovom udžbeniku
bio stvarno nerazumljiv.
bio stvarno nerazumljiv.
08:05
If we want to summarize that story that I told you earlier,
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Ako bismo hteli da sažmemo priču
koju sam vam malopre ispričao,
koju sam vam malopre ispričao,
08:08
we could start by saying something like,
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mogli bismo da počnemo ovako nekako:
08:09
"These viruses make copies of themselves
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"Ovi virusi prave kopije sebe
08:11
by slipping their DNA into a bacterium."
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ubacivanjem sopstvenog DNK u bakteriju."
08:14
The way this showed up in the textbook, it looked like this:
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Način na koji se o tome govorilo u udžbeniku
je izgledao nekako ovako:
je izgledao nekako ovako:
08:17
"Bacteriophage replication is initiated
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"Replikacija bakteriofaga započinje
08:21
through the introduction of viral nucleic acid
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uvođenjem virusne nukleinske kiseline
08:24
into a bacterium."
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u bakteriju."
08:26
That's great, perfect for 13-year-olds.
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To je divno, savršeno za decu od 13 godina.
08:31
But here's the thing. There are plenty of people
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Ali stvar je u ovome. Ima mnogo ljudi
08:34
in science education who would look at this and say there's no way
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koji se bave naučnim obrazovanjem
koji bi ovo pogledali i rekli nema šanse
koji bi ovo pogledali i rekli nema šanse
08:37
that we could ever give that to students,
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da to ikad damo učenicima,
08:40
because it contains some language that isn't completely accurate.
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jer sadrži jezik koji nije savršeno tačan.
08:45
For example, I told you that viruses have DNA.
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Na primer, rekao sam vam
da virusi imaju DNK.
da virusi imaju DNK.
08:47
Well, a very tiny fraction of them don't.
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Pa, veoma mali procenat njih ga nema.
08:50
They have something called RNA instead.
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Umesto toga imaju nešto što se zove RNK.
08:53
So a professional science writer would circle that
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Zato bi profesionalni pisac
naučnih tekstova to zaokružio
naučnih tekstova to zaokružio
08:55
and say, "That has to go.
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i rekao: "To mora da se izbaci.
08:56
We have to change it to something much more technical."
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Moramo to da promenimo
u nešto mnogo stručnije."
u nešto mnogo stručnije."
08:58
And after a team of professional science editors
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I nakon što je tim profesionalnih naučnih urednika
09:01
went over this really simple explanation,
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prošao kroz ovo zaista jednostavno objašnjenje,
09:05
they'd find fault with almost every word I've used,
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našli bi grešku u skoro svakoj reči
koju sam upotrebio
koju sam upotrebio
09:10
and they'd have to change anything that wasn't serious enough,
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i morali bi da promene sve
što nije dovoljno ozbiljno,
što nije dovoljno ozbiljno,
09:12
and they'd have to change everything
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i morali bi da promene
09:14
that wasn't 100 percent perfect.
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sve što nije 100 posto savršeno.
09:18
Then it would be accurate,
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Onda bi bilo tačno,
09:19
but it would be completely impossible to understand.
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ali i skoro potpuno nemoguće za razumeti.
09:24
This is horrifying.
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To je užasavajuće.
09:27
You know, I keep talking about this idea
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Znate, stalno govorim o ovoj ideji
09:29
of telling a story,
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pričanja priče
09:31
and it's like science communication has taken on this idea
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i kao da je naučna komunikacija pod
09:36
of what I call the tyranny of precision,
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nečim što nazivam tiranijom preciznosti,
09:39
where you can't just tell a story.
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gde ne možete jednostavno
da ispričate priču.
da ispričate priču.
09:41
It's like science has become that horrible storyteller
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Kao da je nauka postala
onaj užasan gnjavator
onaj užasan gnjavator
09:46
that we all know, who gives us all the details nobody cares about,
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koga svi znamo, koji vam priča sve one detalje
koje nikoga ne interesuju,
koje nikoga ne interesuju,
09:50
where you're like, "Oh, I met my friend for lunch the other day,
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kada vi kažete nešto poput:
"Srela sam drugaricu na ručku pre neki dan
"Srela sam drugaricu na ručku pre neki dan
09:54
and she was wearing these ugly jeans.
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i imala je na sebi one ružne farmerke.
09:55
I mean, they weren't really jeans, they were more kind of, like, leggings,
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Mislim, zapravo nisu bile farmerke,
zapravo više, znaš, helanke,
zapravo više, znaš, helanke,
09:58
but, like, I guess they're actually kind of more like jeggings,
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ali, su zapravo bile
nešto između farmerki i helanki,
nešto između farmerki i helanki,
10:01
like, but I think — " and you're just like, "Oh my God.
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znate, ali mislim -",
a u sebi mislite: "Dobro bre,
a u sebi mislite: "Dobro bre,
10:03
What is the point?"
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u čemu je poenta?"
10:06
Or even worse, science education is becoming
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Ili još gore, naučno obrazovanje postaje
10:10
like that guy who always says, "Actually."
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nalik onom liku koji uvek govori: "Zapravo."
10:14
Right? You want to be like, "Oh, dude,
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Znate na šta mislim?
Želite da mu kažete: "Čoveče,
Želite da mu kažete: "Čoveče,
10:17
we had to get up in the middle of the night
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morali smo da ustanemo u sred noći
10:18
and drive a hundred miles in total darkness."
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i da se vozimo stotinama kilometara
kroz mrkli mrak."
kroz mrkli mrak."
10:22
And that guy's like, "Actually, it was 87.3 miles."
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A on kaže: "Zapravo bilo je 139,68 kilometara."
10:26
And you're like, "Actually, shut up!
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A vi mislite: "Zapravo, ućuti!
10:29
I'm just trying to tell a story."
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Samo hoću da ispričam priču."
10:33
Because good storytelling is all about emotional connection.
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Za dobro pripovedanje važna je emotivna veza.
10:39
We have to convince our audience
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Moramo da ubedimo našu publiku
10:42
that what we're talking about matters.
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da je ono o čemu govorimo bitno.
10:45
But just as important is knowing
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Ali podjednako bitno je znati
10:47
which details we should leave out
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koje detalje treba izostaviti
10:50
so that the main point still comes across.
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da bi se shvatila glavna poenta.
10:53
I'm reminded of what the architect Mies van der Rohe said,
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To me podseća na ono što je rekao
arhitekta Mis van der Roe,
arhitekta Mis van der Roe,
10:57
and I paraphrase, when he said that sometimes
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i parafraziram ga,
ali je rekao da ponekad
ali je rekao da ponekad
11:00
you have to lie in order to tell the truth.
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morate da lažete da biste rekli istinu.
11:03
I think this sentiment is particularly relevant
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Mislim da je ovaj stav posebno važan
11:06
to science education.
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u naučnom obrazovanju.
11:09
Now, finally,
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Sada, na kraju,
11:12
I am often so disappointed
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često sam razočaran
11:17
when people think that I'm advocating
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kada ljudi misle da se zalažem
11:19
a dumbing down of science.
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za zaglupljivanje nauke.
11:22
That's not true at all.
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Ne radi se uopšte o tome.
11:24
I'm currently a Ph.D. student at MIT,
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Trenutno sam na doktorskim studijama
na MIT univerzitetu
na MIT univerzitetu
11:27
and I absolutely understand the importance of detailed,
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i apsolutno shvatam važnost detaljnog,
11:32
specific scientific communication between experts,
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konkrentnog naučnog komuniciranja
između stručnjaka,
između stručnjaka,
11:36
but not when we're trying to teach 13-year-olds.
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ali ne i kada pokušavate
nešto da naučite decu od 13 godina.
nešto da naučite decu od 13 godina.
11:41
If a young learner thinks that all viruses have DNA,
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Ako mladi učenik
misli da svi virusi imaju DNK,
misli da svi virusi imaju DNK,
11:46
that's not going to ruin their chances of success in science.
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to neće uništiti njegove šanse
da uspe u nauci.
da uspe u nauci.
11:51
But if a young learner can't understand anything in science
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Ali ako mladi učenik
ne razume ništa u nauci
ne razume ništa u nauci
11:55
and learns to hate it because it all sounds like this,
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i zamrzi je jer sve zvuči ovako,
11:59
that will ruin their chances of success.
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to hoće uništiti njegove šanse da uspe.
12:03
This needs to stop,
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To mora da prestane,
12:06
and I wish that the change could come from the institutions
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i želim da promena dođe od institucija
12:09
at the top that are perpetuating these problems,
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na vrhu koje ovekovečavaju te probleme,
12:12
and I beg them, I beseech them to just stop it.
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i molim ih, preklinjem ih
da jednostavno prestanu s time.
da jednostavno prestanu s time.
12:16
But I think that's unlikely.
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Ali mislim da su šanse za to male.
12:19
So we are so lucky that we have resources
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Srećni smo jer imamo sredstva
12:22
like the Internet, where we can circumvent these institutions
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kao što je internet, gde možemo
da zaobiđemo te institucije
da zaobiđemo te institucije
12:25
from the bottom up.
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od dna na gore.
12:28
There's a growing number of online resources
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Postoji sve veći broj
izvora informacija na internetu
izvora informacija na internetu
12:32
that are dedicated to just explaining science
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posvećenih objašnjavanju nauke
12:35
in simple, understandable ways.
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na jednostavne, razumljive načine.
12:38
I dream of a Wikipedia-like website that would explain
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Sanjam o vebsajtu nalik Vikipediji
koji bi objasnio
koji bi objasnio
12:41
any scientific concept you can think of
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bilo koji naučni pojam
koji vam padne napamet
koji vam padne napamet
12:44
in simple language any middle schooler can understand.
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jednostavnim jezikom koji može da razume
dete u višim razredima osnovne škole.
dete u višim razredima osnovne škole.
12:49
And I myself spend most of my free time
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I ja provodim većinu
svog slobodnog vremena
svog slobodnog vremena
12:52
making these science videos that I put on YouTube.
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praveći naučne video klipove
koje postavljam na YouTube.
koje postavljam na YouTube.
12:56
I explain chemical equilibrium using analogies
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Objašnjavam hemijsku ravnotežu
koristeći analogije
koristeći analogije
12:59
to awkward middle school dances,
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sa neprijatnim školskim igrankama,
13:01
and I talk about fuel cells with stories
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i govorim o gorivnim ćelijama sa pričama
13:04
about boys and girls at a summer camp.
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o dečacima i devojčicama u letnjem kampu.
13:07
The feedback that I get is sometimes misspelled
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Povratne informacije koje dobijam
su često nepravilno napisane
su često nepravilno napisane
13:11
and it's often written in LOLcats,
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i često koriste LOLcat internet žargon,
13:13
but nonetheless
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ali ipak
13:16
it's so appreciative, so thankful
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veoma cene to, zahvalni su
13:20
that I know this is the right way
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pa znam da sam na pravom putu
13:24
we should be communicating science.
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kako treba da predajemo nauku.
13:27
There's still so much work left to be done, though,
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Ali ima još puno toga da se radi, ipak,
13:30
and if you're involved with science in any way
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i ako se bavite naukom
na bilo koji način
na bilo koji način
13:33
I urge you to join me.
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pozivam vas da mi se priključite.
13:36
Pick up a camera, start to write a blog, whatever,
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Uzmite kameru, napravite blog, šta god,
13:41
but leave out the seriousness, leave out the jargon.
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ali izbacite ozbiljnost, izostavite žargon.
13:46
Make me laugh. Make me care.
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Zasmejte me.
Neka mi bude stalo do toga.
Neka mi bude stalo do toga.
13:49
Leave out those annoying details that nobody cares about
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Izbacite dosadne detalje
koji nikoga ne zanimaju
koji nikoga ne zanimaju
13:52
and just get to the point.
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i pređite na suštinu.
13:56
How should you start?
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Kako da počnete?
13:58
Why don't you say, "Listen, let me tell you a story"?
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Probajte da kažete:
"Slušaj, hajde da ti ispričam priču."
"Slušaj, hajde da ti ispričam priču."
14:03
Thank you.
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Hvala vam.
14:05
(Applause)
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(Aplauz)
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