Some psychologists might be interested in a recent post "Re: Student
Engagement" [Hake (2009)]. The abstract reads:
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ABSTRACT: Jack Uretsky, in a Phys-L post "Re: Student engagement"
wrote: "American education has produced a number of physics
Nobelists. How many were products of physics courses that would be
approved by PER enthusiasts?" My answer: "Probably near zero. BUT SO
WHAT?" Physics Education Researchers (PER's) have attempted to design
courses which enhance the learning of the vast majority of AVERAGE
students, not potential Nobelists. Why the emphasis on the "average
student" rather than the "exceptional student"? Because most
exceptional students will learn on their own, even despite the (for
them) usually helpful but unnecessary "interactive engagement." On
the other hand, the fate of life on planet Earth is in the hands and
minds of the masses of "average students" who, at least in
democracies, control national policy - see e.g., "The Threat to Life
on Planet Earth Is a More Important Issue Than David Brooks' 'Skills
Slowdown [Hake (2009)].
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To access the complete 13 kB post please click on <http://tinyurl.com/yajuwsa>.
Richard Hake, Emeritus Professor of Physics, Indiana University
24245 Hatteras Street, Woodland Hills, CA 91367
Honorary Member, Curmudgeon Lodge of Deventer, The Netherlands.
<rrh...@earthlink.net>
<http://www.physics.indiana.edu/~hake/>
<http://www.physics.indiana.edu/~sdi/>
<http://HakesEdStuff.blogspot.com/>
<http://iub.academia.edu/RichardHake>
REFERENCES
Hake, R.R. 2009. "Re: Student Engagement," online on the OPEN! AERA-L
archives at <http://tinyurl.com/yajuwsa>. Post of 8 Dec 2009 to
AERA-L, AP-Physics, Net-Gold, Physhare, Phys-L, PhysLrnR, & Physoc.
The abstract only is being sent to several discussion lists.
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