Difference between revisions of "EDUC 6470 Week 7"
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;They're Not Dumb, They're Different by Sheila Tobias | ;They're Not Dumb, They're Different by Sheila Tobias | ||
In the preface, John Schaefer interprets this essay as a call to incremental work in several areas on the leaky pipeline of the path to careers in science. | In the preface, John Schaefer interprets this essay as a call to incremental work in several areas on the leaky pipeline of the path to careers in science. | ||
| + | In the first paragraph, Tobias mentions the work that I would like to do, "not just more tutoring, but more meaningful and appealing introductory courses." (p. 7) | ||
| + | Tobias was prescient in claiming that the content standards of the 1990s would "take much longer than anticipated to achieve." (p. 7) | ||
| + | How do college professors (or high school science teachers) produce students who are not just "younger versions of themselves"? (p. 9) Perhaps we identify that part of education that is most like indoctrination, and start chopping. | ||
| + | The irony of our technically oriented physical science curricula might be that it dissuades those who might become good technicians because the there's no pleasure in introductory physical science courses. (p. 17) | ||
Revision as of 12:54, 9 March 2010
Week 7 of EDUC 6470.
Readings
- They're Not Dumb, They're Different by Sheila Tobias
In the preface, John Schaefer interprets this essay as a call to incremental work in several areas on the leaky pipeline of the path to careers in science. In the first paragraph, Tobias mentions the work that I would like to do, "not just more tutoring, but more meaningful and appealing introductory courses." (p. 7) Tobias was prescient in claiming that the content standards of the 1990s would "take much longer than anticipated to achieve." (p. 7) How do college professors (or high school science teachers) produce students who are not just "younger versions of themselves"? (p. 9) Perhaps we identify that part of education that is most like indoctrination, and start chopping. The irony of our technically oriented physical science curricula might be that it dissuades those who might become good technicians because the there's no pleasure in introductory physical science courses. (p. 17)
