Well I do love to try new approaches. Every new approach that comes along
always seem to be accompanied by a survey that says the "new" method
improves student retention and participation. How much of all of it
should
one really believe?
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The discovery learning is a novelty for a while (year or two). Then its
not so novel any more and people (that's us instructors) drift right back
to the traditional lecture. Everyone gets excited about it at first and
all will claim it to improve learning. Because it was different it
worked.
They all worked. FOR A WHILE.
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Most members of this Phys-L listserv are already aware of a psychological
phenomenon called the "Westinghouse Effect". For our newbees, it is
worth
recalling now.
During World War II it was observed that production at a Westinhouse
factory increased when workers were given extra short breaks during the
day,
when the factory interior was painted in cheerful colors, and when
soothing music was played through loud speakers. However everyone was
surprised when production increased even further when the short breaks,
cheerful colored walls and and soothing music were discontinued. The
classical explanation for these increases is that the workers appreciated
both the attention that they received and the changes that broke the
routine factory monotony .
Perhaps a similar effect is observed when teachers try and then
discontinue novel methods of teaching.
Herb Gottlieb from New York City
(Where almost any introduction of a new teaching method is doomed to
success ...
.............. at first).