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Re: [Phys-L] lectures vs --



Hi,
Several causes.
1.) Often those who teach teachers do not
follow their own advise.
2.) There is a huge difference if
the hearers are intent on learning.
3.) 10-15 minute talks are basically
infommercial. A come talk with me at
lunch if you are interested sort of thing.
The audience learns WHO is doing what.

Thanks
Roger Haar
U of AZ physics

====================================
On 5/1/2012 3:22 PM, Paul Lulai wrote:
Not necessarily efficiency of learning, but efficiency of time. The conference restricts presentations to 15 minutes.

Paul Lulai
Physics Teacher
St Anthony Village S.H.
3303 33rd Ave NE
St Anthony Village, MN 55418

612-706-1146
plulai@stanthony.k12.mn.us
http://www.stanthony.k12.mn.us/hsscience/

-----Original Message-----
From: phys-l-bounces@mail.phys-l.org [mailto:phys-l-bounces@mail.phys-l.org] On Behalf Of Aburr@aol.com
Sent: Tuesday, May 01, 2012 5:12 PM
To: phys-l@phys-l.org
Subject: [Phys-L] lectures vs --


Recently posts concerning lecture vs other procedures have made their appearance again.
I would appreciate comments on the following two observations.
There were something on the order of 600 presentations during the regular sessions of the recent AAPT annual meeting. They were almost exclusively poster or lecture presentations.
1. The number of poster presentations (a very small percentage of the total number) has been decreasing.
2. Almost all of the remainder were lectures (even those made by persons interested in physics educational research). If lectures are so bad, why are they so popular?

Alex. F. Burr
_______________________________________________
Forum for Physics Educators
Phys-l@mail.phys-l.org
http://www.phys-l.org/mailman/listinfo/phys-l
_______________________________________________
Forum for Physics Educators
Phys-l@mail.phys-l.org
http://www.phys-l.org/mailman/listinfo/phys-l