Q&A with Science Leader Solona Hollis

Solona Hollis’s journey in science education began long before her days as a teacher. As a young student, she yearned for the excitement of hands-on science experiments, but it wasn’t until middle school that her passion for science truly ignited. Inspired by dynamic teachers, Solona was captivated by the wonders of science and what it could reveal about the world around her.

Before stepping into the classroom, Solona built a career as a chemist, working in a lab and earning a patent. But along the way, she discovered that her real passion wasn’t just conducting experiments—it was in helping young people see themselves as scientists. That realization led her to education, where she has worked to transform how students experience science. Instead of memorizing facts and formulas, her students engaged with real-world problems, learned to think critically, and embraced the natural curiosity that fuels scientific discovery.

Now, she leads Leading Educators’ efforts to systematically support strong science practices in schools. I spoke with Solona about her journey and why she believes phenomena-based teaching is the key to making science relevant and engaging for all students.

This conversation has been lightly edited for clarity and brevity.

How did your experiences with science shape your approach in the classroom?

If I think back, I didn’t have many memorable science experiences in elementary school. Science was just not emphasized as much as math and reading. But when I got to middle school, that changed.

I had teachers who were passionate about science, who made it exciting and hands-on, even when we didn’t have all the resources. That was a game-changer for me. I had a teacher who brought science to life by taking us outside, having us observe the environment, and connecting lessons to real-world experiences. That curiosity stayed with me.

Then, in high school, I had a physics teacher who taught in a way that was completely different from anything I’d experienced before. Instead of just lecturing and following a textbook, he had us do projects—building paper airplanes to study aerodynamics and testing the effects of wind resistance. It wasn’t about memorizing facts; it was about asking why things worked the way they did. And that really stuck with me.

It helped me see science as something dynamic, something I could actually do, rather than just something to study.

That sounds like an example of phenomena-based teaching, right?

Yes! I think a lot about how to keep students curious. Too often, science is taught like a recipe—follow these steps, get the “right” answer, and move on. But real science isn’t like that.

When I worked in a lab, we constantly tested, refined, and tried to figure out why something was happening. I wanted my students to develop that kind of thinking.

As a teacher, I designed my lessons to be more inquiry-driven. Instead of giving students an experiment where they already know what’s supposed to happen, I’d give them a problem and let them figure out how to investigate it. For example, when I taught chemistry, I connected concepts to everyday experiences.

We talked about the chemistry of cooking—why baking soda and baking powder work differently, why tomato soup is so acidic, and how to neutralize it. These are things they experience in their own lives, and when they realize science is at play, it sparks something.

Do you think that’s something that’s missing in a lot of traditional science instruction?

Yes, and I think part of the issue is that we unintentionally turn curiosity off at some point in students’ education. Young kids ask so many questions—why is the sky blue, why do things float—but as they move through school, they start to feel like science is just about memorizing facts. And that’s a problem.

I want to shift that mindset by helping students see science in the world around them. I remember teaching physics and asking students why roads aren’t completely smooth. That led to a conversation about friction, tire treads, and why driving conditions change when it rains. When they start to connect science to their daily lives, it becomes relevant, and they start asking more questions on their own.

With the shift to new science standards that emphasize phenomena-based learning, what impact do you think this will have on students’ experiences of science?

I think it’s a huge step in the right direction. The Next Generation Science Standards encourage students to think and act like scientists. Instead of just memorizing information, they investigate real-world phenomena, analyze data, and construct explanations.

For example, if you’re learning about volcanoes, you’re not just reading about them in a textbook—you’re looking at real data, tracking eruptions, and studying their impact on the environment. It’s a much more integrated approach.

Students will start to see that science isn’t just isolated facts; it’s a way of thinking that helps us understand the world. That shift will make a real difference, not just in classrooms but also in how students approach problems in their everyday lives.

Do you think this way of teaching can help students become more scientifically literate in the long run?

Absolutely. When students learn science through inquiry and problem-solving, they develop skills that go beyond the classroom. They learn to ask good questions, evaluate information, and think critically. That’s essential, especially now when we’re dealing with things like climate change, vaccine hesitancy, and other scientific issues that affect our daily lives.

If students are used to questioning, investigating, and analyzing evidence, they will be better equipped to navigate those conversations as adults.

For educators who might be hesitant about shifting to this model, what advice would you give?

The biggest thing is to let go of the idea that you have to have all the answers. That’s a tough shift for teachers because we’re used to being the experts in the room. But it’s okay to say, “I don’t know, let’s figure it out together.” When students see you learning alongside them, it models the exact kind of thinking we want them to develop.

It also takes systemic support. Teachers need professional development, resources, and encouragement from their administrators.

This isn’t about throwing out everything we know—it’s about rethinking how we engage students and create learning environments where curiosity can thrive.

The more we lean into that, the more we prepare students not just to pass a test but to think like scientists in the real world.

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P.S. Want to hear more from Solona? Check out her recent interview with the Queens of Tech podcast.