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%BRIGHT FAILING SCIENCE STUDENTS-2 READINESS+790522
%EXPERIENCE TEST FAIL IMAGE-2 INTUITION+790522
%REAL PERSON PIAGET-2 RELEVANT 790522
The successful learning pattern moves from concrete
operational experiences, through generalizations based
upon those experiences, to formal images which are
idealizations of those experiences, to intuitive
manipulations of those formal images in non-formal modes
of semi-conscious understanding, to formalization of such
semi-conscious understanding, to ensymbolments in highly
interwoven theoretical abstract structures of formal
systems. The traditional instructional process of
scientists at the graduate school, elite college, and
quality undergraduate university is one in which the
successful learning pattern is reversed. Instruction
begins with the formal ensymbolments, and rarely has time
to get all the way to concrete operational experiences.
The "instruction process" thus serves as a sifting process
in which it is discovered which students came to the
process ready by virtue of a rich background of concrete
operational science relevant experiences. Very little
service is offered to the students apart from the
accrediting service. They are not helped to gain concrete
operational experiences upon which to build their
theoretical understanding. If they are future science
teachers they learn that the essence of science is the
formal theory, and they go into the elementary and
secondary school classroom ill disposed to help young
students gain the science relevant experiences which might
enable them to survive the perverse presuppositions of
higher education.
Science education will continue to fail bright
science students so long as college and university
teachers remain uninformed regarding: the dynamics of the
learning process, the essential ingredients of student
readiness to learn, the prerequisites to meaningful
feedback from students; and the personal aspects of the
educational process. The brightest students do not
succeed in perverse instructional situations. Only those
students who yield to the perverse instructional process
are fully successful---by its criteria of success. From
among such students power structure which perpetuates the
perverse instructional process.
(c) 2005 by Paul A. Smith in
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