PERC 2010 Abstract Detail Page
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| Abstract Title: | Hidden benefits of engaging students in experimental design and invention of physics concepts |
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| Abstract: | Innovation and efficiency – the dilemma between these two aspects of learning is at the heart of our perception of what good teaching or learning are. We wish to streamline, speed up, shorten, and simplify both student learning and classroom assessment. If some curriculum "takes too long to get to X," we are unlikely to adopt it. Despite the research on the benefits of engaging students in innovation, there is very little room left for student innovation (including experimental design) in the current educational system, which is primarily based on efficiency. In this poster we challenge conventional wisdom that prefers efficiency. We show evidence that design and innovation that take a lot of time not only engage students in constant sense-making and prepare them to learn on their own later but, most importantly, help them develop one of the crucial skills that they will need in the future: intellectual perseverance. |
| Abstract Type: | Targeted Poster |
| Targeted Session: | Taking Responsibility for the Hidden Curriculum: Practices and Challenges in addressing the broader goals in physics education |
Author/Organizer Information | |
| Primary Contact: |
E. Etkina Rutgers University |
| Co-Author(s) and Co-Presenter(s) |
A. Karelina, M. Ruibal-Villasenor, and G. Suran Rutgers University |
