Home » 2014 01 05 An Interview with Penny Ur
Understanding Chemistry Education – When I enrolled in college, I was fairly certain I wanted to major in biology and absolutely sure that I did not need to go into a health profession. In actuality, my college was picked by me based on the number of biology classes. Thus, I found it especially ironic (and painful) when I was expected to jump through an assortment of hoops made to remove individuals on the pre-med track that weren’t serious enough to actually be accepted into medical school. The most important of these hurdles was chemistry. While I did not learn much chemistry as an undergraduate I did learn much about education.
Since a good comprehension of chemistry is beneficial for understanding the universe, this is a requirement for a biology. The chemistry courses were not supposed to be educational. In actuality, in front of the lecture hall, the chemistry professor stood up on the first day of class and told that the aim of the course was to weed out. Therefore, the course would be considered by the university a success if it caused everybody who could not hack the school admissions process transfer to another college, to change majors, or drop out of college. The professor looked like a wonderful guy; I suspect that he was not comfortable being involved with a chemistry course that was created to be an ordeal in the medieval sense of the word and the one thing that he felt he could do about it was to clarify the situation publicly.
Undoubtedly there would have been four or three learning tools if the designer of the chemistry sequence was requested to describe the pedagogy. Information was designed to enter the students’ brains and from reading the textbook. That advice was supposed to be merged by completing problem sets. There were. At no stage was there any chance get feedback, ask questions, or discuss ideas. Have questions answered was the most significant problem and this lack of opportunity to talk through things.
There have been many research studies which demonstrate that learning must be active in order to work.
It is vital for students to have the ability manipulate it in their heads to take in information, put it out in a format that is brand new, and get feedback to make certain that their understanding is true. Exams are not feedbacked; from the time there is a test given and graded, it’s quite late to be telling a student for the first time that their ideas are perfect. Instead, the use of examinations in any other subject, or chemistry, is to supply a relatively objective way of certifying that learning has happened and to inspire students.