“Students will often accept what an authority says, but I don’t want them believing something just
because I said it. I want them believing what the evidence shows,” Millam explained. “Students often
find that their former ideas were wrong and I believe ‘surprise is a great teacher!’”

That kind of critical thinking—the ability to evaluate evidence, ask hard questions, and solve real-world problems—is exactly what prepares students for success in college, careers, and beyond.

Driving Engagement Through Real-World Data and Investigation

Millam regularly designs investigations that allow students to test scientific concepts firsthand, integrating Vernier data-collection technology to give students accurate, reliable measurements they can meaningfully analyze. 

In one investigation, students measure the speed of sound using the Go Direct® Sound Sensor and a large tube. When a student snaps their fingers in front of the tube’s opening, the sensor records both the original sound and the returning echo. By analyzing the time difference between the two signals and the distance traveled, students calculate the speed of sound themselves.

“The precision of the sensor allows students to collect data that simply wouldn’t be possible with traditional tools,” said Millam. “Seeing what good data looks like makes a big difference.”

That precision also changes how students engage with the material. When the data belongs to them, they are more motivated to understand it and can begin to see themselves in future STEM careers. 

“Whenever students can take their own measurements, they’re more engaged—they trust their results and want to understand them better,” added Millam. “This, in turn, leads to more data-driven conversations that mirror the work of real scientists.”

Building Critical and Analytical Skills That Extend Beyond the Classroom

The critical thinking and analytical skills Millam builds in his physics class are transferable, extending into how students think and learn every day. He views data literacy not only as preparation for future coursework or careers in STEM, but as preparation for informed citizenship.

“Students hear information everywhere, whether it’s on social media or on their local news. I want them to investigate and see what information is actually true,” said Millam. “It’s so important for students to become citizens who can analyze information critically and ask whether a claim actually makes sense. When students learn how to analyze evidence, they can apply that skill far beyond the science classroom.” 

This preparation also has clear implications for students’ professional futures. Employment in STEM occupations is projected to grow 10.4% from 2023 to 2033, compared to just 3.6% for non-STEM fields, according to the U.S. Bureau of Labor Statistics. Giving students firsthand experience with the tools and methods used in college labs and professional STEM settings positions them well for that landscape.

Collaboration is a consistent element of Millam’s approach as well. His investigations regularly require students to divide responsibilities, discuss findings, and identify patterns together—building the interpersonal and analytical skills that carry into college coursework and the workplace.

“Students negotiate lab roles, solve problems together, and often notice patterns as a group that one person might miss,” he said.

Why Data Collection Is Essential to Every Science Program

For schools and districts evaluating how to strengthen science instruction, Millam’s experience at Scottsdale Unified offers a clear example of what’s possible when reliable data-collection technology is implemented with intention.

“Data collection is essential in a science lab,” he said. “Without the tools to collect and analyze data, you’re not truly giving students the experience they need.”

Millam recognizes that various online simulations have a place in science because some variables are
very difficult to measure well. However, he prefers to avoid merely using simulations that pretend to
allow data collection without the real effort or ownership of students collecting their own data.

When students have the technology to investigate real scientific questions—rather than simply reading about them—they not only deepen their understanding of scientific concepts, but develop the scientific reasoning, data literacy, and analytical confidence that follow them into college, careers, and everyday life.

“Giving students the opportunity to investigate the world through data is one of the most valuable investments schools can make,” Millam said. “When students discover a concept for themselves, that’s when the real learning happens. Those lightbulb moments are what make it all worthwhile.”

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Ready to bring this kind of learning to your schools?

Vernier works alongside teachers and education leadership to find the right science technology solutions for your schools and classrooms—from equipment planning to implementation support. Learn more about our district solutions or reach out to k12outreach@vernier.com to start a conversation.