Chronology Current Month Current Thread Current Date
[Year List] [Month List (current year)] [Date Index] [Thread Index] [Thread Prev] [Thread Next] [Date Prev] [Date Next]

Re: Students and Tests



There was a time when I could assume that students came to my classes with
most of the basic skills for success and all I needed to do was fill in some
specifics about science. (At least that is what I thought.) If that was ever
the case it is clearly not the case now. The was made clear a few years ago
with a push for writing across the curriculum. I now have many more general
objectives which I place ahead of specific science objectives, because I think
they are more important and because unless these objectives are achieved
teaching science seems rather pointless. Among my objectives are self
discipline, the ability to read critically, the ability to communicate
efficiently and effectively, the ability to think critically and logically...
some of these I state explicity and some implicitly. Specific activities have
been designed to acheive some of these goals. Others are secondary outcomes.
In any event I see the science class as just a setting for these broader goals.
Obviously, as one goes to more advanced science classes one hopes that the
students are proportionately more advanced in these broader skills, however, I
believe that even upper level courses must be designed to at least implicitly
address broader objectives.
On Sat, 7 Dec 1996 12:36:18 -0700 Larry Smith said:
Maybe, on a larger scale, to prepare them for life in the real world, where
it is generally expected that work be done right and it be done on time.
My perception is that many of today's students would not agree with this
statement. The typical course syllabus does not contain any reference
to "work habits" as one of the expected outcomes of the course. One of the
paradigm shifts that has taken place in many locations is viewing the
student as a customer.

Bruce Esser

That paradigm shift is to be lamented in my opinion.

Larry