Reading this list, one can see two effects of science education. The first is above average understanding of the "knowledge" of science - laws, theories, algorithms, etc. The second, and I think, the more important is an above average ability to think critically. Even the most cantankerous of us can read and evaluate an argument based on the strength of supporting evidence, an ability sorely lacking in the general population and, tragically, most of our elected representatives. If I didn't think critical analysis was teachable, I would have gotten into a more lucrative field years ago, and it is the number one outcome goal in every course I teach. Few of my students will ever need to deal with quantum entanglement or even the laws of thermodynamics on more than a superficial level, but they should be able to evaluate and check up on persuasive arguments that call on them. "How do you know that?" is one of the most important questions we can teach them to ask.
sk
-----Original Message-----
From: phys-l-bounces@carnot.physics.buffalo.edu [mailto:phys-l-bounces@carnot.physics.buffalo.edu] On Behalf Of LaMontagne, Bob
Sent: Friday, May 23, 2008 7:53 AM
To: Forum for Physics Educators; Forum for Physics Educators
Subject: Re: [Phys-l] Motivating Students
I am a very politically involved person - especially at the local level. It is a rare thing when my backgroud in Physics informs my political decisions. The one time it did is when some locals were trying to claim that power lines were going to give kids leukemia at a new school that was being proposed. I made measurements around the power lines and showed that the radiation was actually lower than down the middle of the average street. But 99% of political decisions really involve the gain in advantage of one power group over another - not science.
We do physics bacause it is fun and because there are many people out there who are willing to pay us to create things for them and who enable us to buy the fundamentals - food, fuel, shelter, and ammunition. I really don't see how forcing the masses to be deeply educated in something they will never understand or use is going to produce a better world. I doubt if more than 1-2 percent of the population has actually had a practical encounter where they used the kinematic equation - or even the very basic Pythagorean Theorem for that matter.
I think we need to get over ourselves.
Bob at PC
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From: phys-l-bounces@carnot.physics.buffalo.edu on behalf of John Clement
Sent: Thu 5/22/2008 11:39 PM
To: 'Forum for Physics Educators'
Subject: Re: [Phys-l] Motivating Students
As Richard Hake pointed out, the problem is much more than just breeding
physicists and engineers. We need to be teaching students what science is
about and how to build mental models for physical systems. We need a well
educated electorate. We also need people with good reasoning ability and
engineers so our society doesn't decay to third world status. The US is
falling behind the rest of the world in both education and in the production
of technical people.