Facts First
I enjoy reading online news and opinions not only because of convenience, but also because of the responses from the readers. I know that these responses tend to be biased towards the extremes of opinions, but it is always interesting to see the diverse reactions from even seemingly non-controversial subjects. A recent example was the response to an editorial by Richard Gallaghar (October, 2008) that proffered the seemingly obvious opinion that science students need a strong understanding of scientific history and philosophy to help them face future challenges. This provoked a response from a reader, a college professor, that a major reason for the lack of good university science education was the laziness of his colleagues. They were taking the “easy way out” by concentrating on teaching facts rather than scientific concepts. In the respondent’s viewpoint, it was far better to teach students how to think. Facts could always be looked up in textbooks. If you did not understand how to think critically and create knowledge, you could not be considered educated. Although I am very sympathetic to this point of view, I don’t believe that laziness is the reason why students are flooded with facts rather than concepts in biology class.
- Research Organization:
- Pacific Northwest National Lab. (PNNL), Richland, WA (United States)
- Sponsoring Organization:
- USDOE
- DOE Contract Number:
- AC05-76RL01830
- OSTI ID:
- 951847
- Report Number(s):
- PNNL-SA-64882; TRN: US200913%%77
- Journal Information:
- The Scientist, 23(2):29, Vol. 23, Issue 2
- Country of Publication:
- United States
- Language:
- English
Similar Records
NOVA making stuff: Season 2
Hampshire College Center for Science Education. Final Report on Activities Supported by the Department of Energy Grant No. DE-FG02-06ER64256