By Blaschke W.
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THE CHALLENGES TO ACHIEVING DESIRED LEARNING OUTCOMES In his welcoming comments to the workshop participants, Bruce Alberts, President of the National Academy of Sciences, identified several barriers to instructional reform in colleges and universities. He drew attention to the problems of incoming students and the often inadequate science backgrounds they bring with them. In K–12 science courses, students are typically faced with covering every fact of each topic in a rapid didactic mode. Alberts noted that many K–12 science teachers do not have a true feel for the nature of science and have never experienced inquirybased instruction in their own educations.
MA P mB Is the mass of the left piece greater than, less than, or equal to the mass of the right piece? Explain. FIGURE 3-1 The baseball bat problem. SOURCE: Gomez (2001). Reprinted with permission. course, revisit material on the center of mass in the statics course. Responses were also obtained from prospective and practicing K–5 teachers in special physics courses at UW that are designed to prepare them to teach physics and physical science as a process of inquiry. Table 3-1 presents the results from the bat problem: the percentages of students answering the question correctly sorted by type of instruction received.
Heron stressed the importance of education research that is conducted within the discipline. ” She illustrated this perspective with a specific example of research that focused on student understanding of the concept of center of mass (Gomez, 2001). 32 The “baseball bat problem” (see Figure 3-1) tests whether students recognize that both the amount of mass and its distribution determine the location of the center of mass, or the balancing point. The problem was administered to students at different stages of instruction in different courses.