Rad Geek People's Daily

Science exploration driven by genuine curiosity is more open-ended than experiments that come in a box and test students on whether they get the right answer. I remember in my high school physics class we were first taught the value of Earth’s gravitational constant g, and then asked to perform an experiment that should reveal it.

Of course, working with cruder tools, limited patience, and air resistance, many of us didn’t wind up squarely on 9.8 m/s². One of my partners was quick to scribble out our actual observation, and she and I had a brief struggle over control of the pencil as she attempted to put in the “correct” answer. She had a better sense of the teacher’s intentions than I did. The tables that honestly reported a “wrong” result were encouraged to repeat their experiment until they got a trial that “worked.” We missed the chance to talk about how scientists reconcile noisy data. We missed the chance to run an experiment for the purpose of exploring the unknown.

Students in science fairs and adults in professional labs know the answer they’re supposed to get. A result has to be statistically significant to “count” and, just like in my physics class, students can be tempted to keep reworking their results until they get the right answer. There was no p-hacking at my research internship, but part of the education I received in a professional lab was how much the scientific process was dominated by anxiety, not curiosity. 

—Leah Libresco Sargeant, Rethinking High-School Science Fairs
Asterisk, February 2026