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I think the key is really in using these hands-on experiments to address the topics standardized tests are concerned with, while trying to foster the types of reasoning and scientific thinking that help a student remember familiar topics and navigate those that are unfamiliar. This should assist them in answering those "non-creative" questions.

[size=3][font="Times New Roman", serif] [/font][/size][size=3][font="Times New Roman", serif]Hey![/font][/size] [size=3][font="Times New Roman", serif] I[/font][/size][size=3][font="Times New Roman", serif] know exactly what you mean, because I also often wonder how to make my students actually enjoy subjects like science when teachers are held accountable for testing on state standardized exams. Although my state does not have a specific standardized test for science, the focus on standardized testing still impacts science instruction because teachers must dedicate the majority of time preparing students for their Reading, Writing and Math exams, and so science often gets pushed into a corner. It is common for science lessons to be cut down drastically or even skipped altogether because teachers feel the pressure of state testing and because they are held accountable for student progress on those tests.[/font][/size] [size=3][font="Times New Roman", serif] [/font][/size] [size=3][font="Times New Roman", serif] [/font][/size][size=3][font="Times New Roman", serif]All the same, as a preservice teacher, I am a devout believer in encouraging creativity and hands-on activities not only in science but in all subjects. I believe STEM activities are way one of incorporating such creativity across the curriculum while also building student interest in the applications of different math and science fields. I think that teachers, even while teaching to prepare students for state tests, can incorporate more hands-on activities and projects such as those found through resources like [/font][/size][font=Times New Roman, serif][size=3]https://www.playdoughtoplato.com/stem-activities-for-kids/ to make sure students are mastering the concepts they need to, but also doing so in innovative, creative ways. As teachers, we are responsible for making sure the concept sticks with students and it seems reasonable to assume that if students enjoy learning through multiple avenues, they will have a firmer grasp on content and be able to apply it on their exams. Of course, they must also be prepared to take the exam and practice exemplar questions and the like but the actual teaching and extension of lessons can often cover standards in a way that is creative and encouraging for students. I have been observing a lot of 5E lessons in science lately which feature more of an inquiry approach to instruction and am amazed with how quickly students respond to new concepts when the activities are more student-directed and let them take a more active role in their learning. I was taught density in a very traditional, rather non-creative manner but students that were taught by being allowed to rotate between centers and actually experiment with the masses and volumes of different objects had a completely different understanding and were better prepared for the conceptual portion that will aid them on state tests.[/size][/font] [font=Times New Roman, serif][size=3]I hope this makes sense in some way![/size][/font] [font=Times New Roman, serif][size=3]-Rida[/size][/font]