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    There Is An Increasing Need For Scientists

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    EDELYN DEPALCO
    The document discusses improving science education by engaging students in hands-on learning and seeing themselves doing science rather than just reading about it. It also discusses the history of research on how people learn and increasing efforts to apply these findings to classroom teaching, though more work is still needed. The goal of the project was to bring effective learning strategies from research into the classroom by collaborating with and learning from teachers.

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    There Is An Increasing Need For Scientists

    Uploaded by

    EDELYN DEPALCO
    29 views2 pages
    The document discusses improving science education by engaging students in hands-on learning and seeing themselves doing science rather than just reading about it. It also discusses the history of research on how people learn and increasing efforts to apply these findings to classroom teaching, though more work is still needed. The goal of the project was to bring effective learning strategies from research into the classroom by collaborating with and learning from teachers.

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    There is an increasing need for scientists

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    The document discusses improving science education by engaging students in hands-on learning and seeing themselves doing science rather than just reading about it. It also discusses the history of research on how people learn and increasing efforts to apply these findings to classroom teaching, though more work is still needed. The goal of the project was to bring effective learning strategies from research into the classroom by collaborating with and learning from teachers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    29 views2 pages

    There Is An Increasing Need For Scientists

    Uploaded by

    EDELYN DEPALCO
    The document discusses improving science education by engaging students in hands-on learning and seeing themselves doing science rather than just reading about it. It also discusses the history of research on how people learn and increasing efforts to apply these findings to classroom teaching, though more work is still needed. The goal of the project was to bring effective learning strategies from research into the classroom by collaborating with and learning from teachers.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    There is an increasing need for scientists, engineers, and innovators.

    America’s future depends


    on the nation’s educators to use hands-on and minds-on activities to make science interesting,
    engaging, and inspiring. However, a career in education, especially science education, can be
    challenging.

    "Engaging students in science content requires educators to help students see


    themselves as scientists and engineers instead of passively observing other people
    doing the work of science,” said Melyssa Ferro, a science teacher, Walden University
    graduate, and Idaho’s 2016 State Teacher of the Year. “It is about creating opportunities
    for them to see science in application instead of just reading about it in a textbook."
    Complex textbooks are important to have, but if young learners can’t grasp the
    information and educators aren’t effectively teaching the content then it limits students’
    chances for success.

    Experimental research into how people learn first began over a century ago. In the
    decades following World War II, cognitive psychologists became more and more
    interested in how people remember incoming information, the differences between
    novices and experts, the course of expertise development, and the development of
    reasoning in children.

    As researchers consolidated this knowledge in the 1980s and 90s, there was a growing
    interest in applying this knowledge to classroom settings. Especially since the mid-
    2000s, collaborations between teachers and researchers have validated many of the
    central ideas first explored in the 1970s and early 80s. These collaborations have also
    often led to fruitful teaching innovations and learning strategies. 

    We still have a long way to go, however. For example, many still use misguided study
    practices like blocked approaches to studying, where one concept is studied repeatedly
    before a new concept is explored. Instead, people should use interleaving — or mixed
    practice — which are far more effective teaching and learning strategies.

    The Goal Of The Project: Testing Effective Learning


    Strategies For Students

    The goal was to bring the science of learning into the classroom and kickstart the
    development of easy-to-use professional development materials. We also wanted to
    collaborate with teachers, and learn from them what was effective, or not, when
    implementing science-based practices. In other words, we were interested in listening
    to teachers about implementing the research, rather than telling them what they
    “should do.” 

    What would happen, for instance, if learning scientists met with experienced
    classroom teachers, and had a conversation about how concepts in cognitive science
    could possibly translate into the classroom? 

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