Re: [Phys-l] Feynman's messenger lectures now available

[Bernard Cleyet <bernardcleyet@redshift.com>]

Referring to a previous post -- I think JC is missing Bill G's point.. He wouldn't necessarily learned much from the lectures, but fascinated would'a changed his major and then learned.   Also referred -- if lectures fascinate and therefore, motivate then they've done their job -- the learning will come from section, the text, lab., etc.


Finally the definition of bright kid is if (s)he learns from lectures!

bc  

BTW,  I taught one semester of HS Chem. (second semester) to a small class (ten?)   At the end I found no one had even cracked the text -- several said they got it all from my lecture.  My non-inflated grading was only one C rest B's and A's.  (this was their elective class.)

On 2010, May 19, , at 07:15, John Clement wrote:

> This question has not been well researched of answered.  Most of the studies
> have concentrated on the bulk of students.  I would say the percentage who
> can learn from lectures is probably very small.  Hake's indirect study of HS
> students shows that they get about 10% gain on average, which indicates that
> the number who learn well from the standard methods of teaching is fairly
> small.
>
> Now as to being a "bright" kid, what makes one bright?