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Herb,
Since it was my statement originally, perhaps I should try to expand
on it.
What I meant by leaving in a research environment was learning new
science at the leading edge, or close to it, of what is known. The
sort of thing done in a science research environment, where
- one doesn't know the answer but may have some ideas about it,
sometimes well formed, sometimes not,
-often may not be sure that the measurement is telling you what you
think it is, and
- doesn't know for sure if the theory you are using really fits the
experimental situation, and
-all of that has to be worked out.
If you change the language of that description a little bit, it
begins to look like the situation a student is in when learning in
the classroom. So the student in the classroom is like the graduate
student in a research lab. Granted there are differences in
analytic
skills etc, but relative to their background and skills, they are in
similar places. The graduate student learns by guided inquiry...no
one have the answer to questions, only other questions which might
lead the grad student to the answer sought.
This is the way scientists learn their new science by a combination
of induction and deduction some call reduction. I am suggesting
that
this is the way our students best learn their new science. But if
you have never been that grad student, if all your experience has
been deductive, you may not have a good sense of what learning by
guided inquiry is.
does that help?
joe
Joseph J. Bellina, Jr. Ph.D.
Professor of Physics
Saint Mary's College
Notre Dame, IN 46556
On May 15, 2006, at 10:00 AM, Herb Gottlieb wrote:
This is all enlightening and very interesting.
But seriously, I still do not know what is meant by
"living in a research environment". Is it possible
that I have been living in such an environment without
being aware of it?
What type of research lives in such an environment?
Why doesn't "action" live in such an environment?
Why don't we "know where the action is until we've tested to find
out?"until
Besides students, what other "entities" are being tested??
How does one "go about teaching thinking skills" ??
What are the entities being tested besides students?
Is it possible to respond in simpler sentences with a bit more
so myself and others can actually be more effective in
teaching thinking skills?
Herb
On Mon, 15 May 2006 08:37:53 -0500 (CDT) Jack Uretsky
<jlu@hep.anl.gov>
writes:
Hi all-
Simply put, folks, you don't know where the action is
theyou've tested to find out. The entities being teste are not just
arestudents;
we have met the testees (no indelicate puns, please) and they
decades.us.
Regards,
Jack
On Thu, 11 May 2006, Rauber, Joel wrote:
|
|
| jbellina wrote:
| Simply put, Herb, the action is in the instruction not in
| the testing...the idea is to make them active engagers in
| their own learning. If you have ever been involved in a
| research environment then you know for that experience what
| is being talked about.
| ------------------ --------------- ---------------
|
| Since many others on this list-serve, as well as myself, have
| never "been involved in a research environment" it would be
| helpful to have an explanation that is a bit more detailed.
|
|
| Thanks in advance.
|
| Herb
|
|
IMO, Herb, you have been in a "research" environment for
men,By
being in the trenches.
Experience does count.
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General Custer's unremembered message to his
Hornjust before leading them into the Little Big
Valley_______________________________________________
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