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%BRIGHT FAILING SCIENCE STUDENTS-1 READINESS+790522
%EXPERIENCE TEST FAIL IMAGE-1 INTUITION+790522
%REAL PERSON PIAGET-1 RELEVANT 790522
Some science students are successful by limiting
their learning to superficial internalization of response
patterns copied from their teachers. They learn to detect
clues in assigned problems which tell them which of a
limited number of standard procedures is expected. They
learn to read "between the lines" of the teacher's
assignment. They learn how to figure out which questions
the teacher will put on tests. They learn the technology
of passing tests. But, they do not thereby learn to
approach situations in a scientific mode with scientific
attitudes, images, imaginations, concepts, vocabularies,
symbols, etc.
Some science students fail in their science courses
because they insist upon gaining intuitive insight into
real world phenomena which they have experienced
personally. They insist that science explain their
personal experiences and are unwilling to attend to
explanations unrelated to their personal experiences.
They fail because they have not had the essential concrete
operational explanations. They want to base their science
understanding upon personal awareness. Their teachers
have far less meaningful goals and expectations---ones
which these students disdain. By failing to respect their
teachers superficial goals and expectations, these
students spend so much of their time trying to really
understand---they they do not spend enough time figuring
out their teachers and their teachers' goals,
expectations, testing, grading, and value systems. These
students fail to understand scientists' superficial
educational goals, fail to play the scientists'
educational games---and so fail to earn winning scores
according to their teacher's rules.
Often scientists totally ignore students' personal
experiences and expect their students to conger up images
of experiences the students have never had. Students are
expected to learn purely on the basis of the teacher's
presentation of formal operational explanations. The
teacher is unlikely to even suggest the utility of
conjuring up images, of real experiments much formal
operational explanations and unrealistic abstract
"problems" are assigned to illustrate the explanations.
(c) 2005 by Paul A. Smith in
www.essayz.com Search for Integrity and Honesty
(On Being Yourself, Whole and Healthy)
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