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Re: what is understanding?



On Tue, 8 Jul 1997, LUDWIK KOWALSKI wrote:

As a physics teacher I am satisfied with the "definition" of understanding
presented by Gregg Swackhammer. He said:

"UNDERSTANDING is attained when a student can confront a novel
situation and validly discuss it (at length) with an expert."

I would like this thread to coninue. Too bad that many people are away now
when this important topic is discussed.
Ludwik Kowalski

It doesn't satisfy me, being too vague to use as a test of understanding.
What degree of novelty must the situation have? Simply a new problem not
seen before, or something involving physics not seen before? What is a
"valid" discussion? Data can be valid or invalid, and ditto for facts, but
is "valid" a correct descriptor of a "discussion"? Besides, who judges the
validity? The expert? And how does one determine whether the expert really
is? We have a lot of charlatans posing as experts and even being accepted
by the general populace as expert. You'd even have a hard time convincing
me that *all* those who have Ph.D.s in physics are expert in physics.
(I've seen too many counter-examples.) And why "at length"? Sometimes
those who understand things the best are those who are able to express
themselves with brevity.

Sure, I think I can read between the lines, and discern the thought behind
this definition. If I'm reading into it correctly, I'm in general (vague)
agreement with it. But does it provide guidance for testing understanding
in the classroom? I think not. How many teachers would be so
self-satisfied as to call themselves experts? So without a certified
expert around, how can we test understanding?

-- Donald

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Dr. Donald E. Simanek Office: 717-893-2079
Prof. of Physics Internet: dsimanek@eagle.lhup.edu
Lock Haven University, Lock Haven, PA. 17745 CIS: 73147,2166
Home page: http://www.lhup.edu/~dsimanek FAX: 717-893-2047
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