Once again server line limitations [Chemed-L: 150 lines; Phys-L: 300
lines; STLHE-L: 150 lines] have mercifully shielded subscribers from
an inordinately long post (this time 760 lines):
Hake, R.R. 2003. "Re: Active learning in theory, active learning in
practice, or both?" post of 3 Oct 2003 20:34:50-0700 to AP-Physics,
ASSESS, Biopi-L, PhysLrnR, and POD [all with no line limitations
:-)]; online at
<http://listserv.nd.edu/cgi-bin/wa?A2=ind0310&L=pod&O=D&P=2480>.
Masochists who wish to torture themselves with the entire post may do
so by clicking on the above URL.
They will read (in part):
" . . . . even with [the possible reforms discussed above]:
(a) scientifically accurate and pedagogically sound texts;
(b) so-called "active-learning" materials such as those mentioned
above by Woolf [in my opinion the term "active learning" commonly
applied to reform pedagogy is ambiguous and misleading, as discussed
in Hake (2002d)];
(c) the curricula of Benezet (1935/36), Swartz (1969, 1986, 1993),
Mahajan & Hake (2000), Shayer & Adey (2002); Dawson & Lyndon (1997),
or the NRC (1997);
(d) the ninth-grade physics CLIFF of Lederman (2001) "Physics First";
or the far superior but less attainable
(e) K-12 science/math learning RAMP of Ken Ford (1989) and the AAAS's
(2003) "Project 2061" [cartoons depicting the Lederman Cliff and the
Ford Ramp are displayed in Hake (2002c)];
little nation-wide improvement in K-12 science/math education will
occur unless THE crucial problem [see e.g., Hake (2002a, Lessons #10
& #12); 2002b,c)] is addressed, namely:
THE DIRE SHORTAGE OF *EFFECTIVE* K-12 TEACHERS
. . . . . . . . . . . . . . . . . .
Regarding step #6 . . .[to alleviate the above problem]. . .
"Revitalize Moribund Science-Major Programs," I was disappointed to
find that Bob Hilborn and Ruth Howes [Hilborn & Howes (2003)] made no
mention of the potential of Curriculum S [Hake 2000a] to:
(a) resuscitate ailing physics-major programs that might,
(b) help to educate desperately needed K-12 science teachers to combat
science illiteracy (Hake 2000b), and thus
(c) increase our chances of solving the monumental science intensive
problems (economic, social, political, and environmental) that beset
us.