Type:

Other

Description:

Guided by experimental tests of theory and practice, science has advanced rapidly in the past 500 years. Guided primarily by tradition and dogma, science education meanwhile has remained largely medieval. Research on how people learn is now revealing how many teachers badly misinterpret what students are thinking and learning from traditional science classes and exams. However, research is also providing insights on how to do much better. The combination of this research with modern information technology is setting the stage for a new approach that can provide the relevant and effective science education for all students that is needed for the 21st century. This presentation shows the failures of traditional educational practices, even as used by "very good" teachers, and the successes of some new practices and technology that characterize this more effective approach, and how these results are highly consistent with findings from cognitive science.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

Higher Education,NSDL,Active Learning,Physics,Undergraduate (Upper Division),Undergraduate (Lower Division),Course improvement,Education Practices,science of teaching,oai:nsdl.org:2200/20070402190732248T,NSDL_SetSpec_439869,Vocational/Professional Development Education,Course,Curriculum Development,Physics Education Research,Education,General Physics

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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