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As many have said before me, science is a process. Through scientific inquiry, one is not searching for "truth" because such truth is unattainable. An observation, that birds fly South in the winter, is the beginning of such an inquiry. But it is not truth that birds fly South every winter-- we have no way of knowing whether or not some variable will change: climate from Global Warming, the switching of the poles (North and South), or some other unforseen change that skews the path of the birds that seek warmer environments in winter.

Science is a process. One of the biggest problems I had with adjusting to college-level biology was the fact that there was not always an answer. My middle and high school, where my love for science developed, taught science as a series of textbook problems that always had textbook answers... And this is clearly not true. (Hah). Teaching science this way, that you have to find an answer, ruins the beauty of observation, of trial and error, and of the continuing curiosity expressed by students interested in science. As Professor Greene stated, students have little sense for the "big questions," being made to focus on the more technical details.

How can we expect students to enjoy science when they think all of the answers come from a book?