Grasping The Idea: Using Hand Dynamometry To Teach The Scientific Method To Elementary Students

North Carolina elementary school essential learning standards require students to understand the scientific method and also to understand the functional interaction of muscles and bones. A technology‐based active learning laboratory incorporating both of these standards was designed to help students grasp the concepts in a fun, innovative way, while also introducing the students, who are historically unlikely to attend college, to a university research laboratory. Additionally, the activities were designed to be taught by undergraduate exercise science students as an educational outreach service learning project in conjunction with the American Physiological Society's Physiology Understanding (PhUn) Week. The “Which Hand is Stronger?” lab used hand dynamometry, pinch strength, and arm flexor strength as a model to teach 3 rd , 4 th , and 5 th grade students the scientific method. Hand dynamometry was chosen because the methodology can be used to evaluate a simple, fun, developmentally appropriate question; does hand dominance influence hand strength? The laboratory exercise guided students through the scientific process: introducing background information about muscles, bones, and their interactions depending on how they are used; utilizing the knowledge learned to formulate a hypothesis based on which hand the students write and throw with; performing several functional tests and analyzing the data; and drawing a conclusion based on the results of the entire class. Research equipment in the university's neuromuscular and biomechanics laboratory was used for functional testing and data analysis. A hand dynamometer, pinch meter, and myometer (Biometrics Ltd. Newport, UK) were used to determine force of hand grip, lateral pinch, and arm flexor strength for both the left and right sides. With the help of volunteers, the students analyzed and recorded their force output data using software interfaced with the force testing equipment. Each individual shared results with the class to compile a table of all students' data. Combining hand dynamometry with real‐time graphical force output allowed students to visually connect action with muscle strength data. Anecdotally, students were visibly excited to see their data. Most of the students concluded that their hypothesis that hand dominance was associated with grip strength was correct, however, this was not always true for individual students. This provided an opportunity to discuss proper interpretation of results, methodologic limitations, and physiological differences related to the different measures. Elementary teachers surveyed were enthusiastic about the lessons and determined that the laboratory was age‐appropriate and met the curriculum standards for content. Service‐learning volunteers believed that the experience was more educational and more meaningful than other service opportunities in which they had participated, and expressed interest in being able to participate in similar, future projects. Support or Funding Information Appalachian State University Beaver College of Health Sciences