Difference between revisions of "EDUC 6470 Final Project"
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I like to draw parallels to teaching in non-science subjects. In this case, I can draw a parallel between the dichotomies of basics to contextualized understandings in both subjects. For example, in english, specifically poetry, we could call iambs, troches, and rhymes the basics, and creative writing and literary analysis of an epic poem the contextualized understandings. | I like to draw parallels to teaching in non-science subjects. In this case, I can draw a parallel between the dichotomies of basics to contextualized understandings in both subjects. For example, in english, specifically poetry, we could call iambs, troches, and rhymes the basics, and creative writing and literary analysis of an epic poem the contextualized understandings. | ||
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| + | ;Related questions | ||
| + | *Should engineering be a part of K-12 science education, or treated separately, as in Massachusetts? | ||
| + | *Can we avoid mistakenly separating "applied science" from "pure science"? <bibref>Rowland:1883</bibref> | ||
| + | |||
| + | ==References== | ||
| + | <bibrefrences /> | ||
Revision as of 07:09, 31 March 2010
Possible projects
What is important about the sequence of classes in a unit?
This semester I've been teaching electronics. I taught an 8 week class that included lessons normally put off until after "the basics" of electronic components were "presented." For the next 8 weeks I'm offering a components class that might be more recognizable as an introduction to the basics of electronics. Many students are taking both. Unstudied first arguments might be either of these opposites:
- Students who build circuits first before reviewing the basics of each component will be more motivated to learn the basics of each component.
- Students who build circuits first won't understand enough about each component to understand the circuit as a system of components.
- Parallels
I like to draw parallels to teaching in non-science subjects. In this case, I can draw a parallel between the dichotomies of basics to contextualized understandings in both subjects. For example, in english, specifically poetry, we could call iambs, troches, and rhymes the basics, and creative writing and literary analysis of an epic poem the contextualized understandings.
- Related questions
- Should engineering be a part of K-12 science education, or treated separately, as in Massachusetts?
- Can we avoid mistakenly separating "applied science" from "pure science"? <bibref>Rowland:1883</bibref>
References
<bibrefrences />
