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not
I have no quibbles with alternate methods of teaching as long as careful
objective measurements are being used. Unfortunately most teaching does
involve such methods to gauge its effectiveness. There is a veryextensive
research literature about science education and physics education ineducation
particular. All science teachers should be aware of what science
research has found. If you knew that your MD is not reading the currentinclude
journals in medicine would you continue to go to him/her? I do not
most articles published in either AJP or TPT as being good educationnot
research articles. While informative and even useful they generally do
show objective measurements of how better learning resulted from theI
particular reported activity. Does your course have high effectiveness?
don't know, but do you know, and how do you know? If you doubt theresults
of PER then please do some experiments and report the research, or findsome
good studies that are contrary to the PER studies.research
One of the most important results to come out of science education
is that large overall improvement is very difficult but not impossible toall
get. One factor alone is not adequate, but may be necessary. For example
the steps in the learning cycle are common to improved learning (gain) and
seem to be necessary. Combining this with carefully researched curricula
buys more learning. No single factor such as homework can be the key to
education problems. I did not question anyone's course, just the ideathat
graded homework could be the key to "true ""active physics.""". Has anyonelearning
on this list experimented to see if there is a large difference in
between courses with graded or ungraded homework?
John M. Clement
Houston, TX