Computer Science – Learning
Scientific paper
Dec 2006
adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20918402k&link_type=abstract
2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #184.02; Bulletin of the American Astronomical Society,
Computer Science
Learning
Scientific paper
Research shows that the single most important factor contributing to the general decrease in the number of students entering physics in general and those of minority groups in particular is the way we teach physics at both the high school and college levels. When College faculty and high school teachers try to seek practical assistance in their teaching, they are bombarded with theoretical models of student learning rather than being provided with proven and effective teaching techniques. Moreover, these models remain that way in the minds of both the presenters and the conference attendees. No wonder then that nothing ever improves.
Almost everyone in the field of education research has put the blame on the lecture method used by most college faculty and high school teachers, but nothing workable is offered in its place.
We at the University of the District of Columbia have researched, documented and tested a model in faculty/teacher training with phenomenal success. We will share with conference participants the practical pedagogical tactics that have worked and had profound impact on the teaching of a faculty member once these tactics are demonstrated by the trainer(s) and habituated by the faculty.
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