The Lecture System in Teaching Science "Meanwhile, back at the classroom, the lecture is drawing to a close. Just as the bell rings, the lecturer, if he's a really smooth operator, comes to the end of a sentence, a paragraph, a nice neat unit. He lays down his last piece of chalk — he knows exactly how many pieces the lecture will take — picks up his precious lecture notes, and goes out. The students, tired but happy, rise up and follow after him. Their heads are empty, but their notebooks are full. Their necks are a little tired; it's been like a sort of vertical tennis match: board, notebook, board, notebook. But other than that, everything is all right. Any student will tell you, "I never had any trouble with the course until the first examination."" [via]
posted by dhruva on Feb 6, 2009 - 63 comments

A new study in Science claims that teaching math is better done by teaching the abstract concepts rather than using concrete examples. From an article by the study authors in Science Mag (requires subscription): If a goal of teaching mathematics is to produce knowledge that students can apply to multiple situations, then presenting mathematical concepts through generic instantiations, such as traditional symbolic notation, may be more effective than a series of "good examples." This is not to say that educational design should not incorporate contextualized examples. What we are suggesting is that grounding mathematics deeply in concrete contexts can potentially limit its applicability. Students might be better able to generalize mathematical concepts to various situations if the concepts have been introduced with the use of generic instantiations.
posted by peacheater on Apr 26, 2008 - 27 comments

Open Culture's "10 Signs of Intelligent Life at YouTube" features "intellectually redeemable" channels from UC Berkeley, @GoogleTalks, TheNobelPrize, TED Talks, FORA.tv, the European Graduate School, the Pulitzer Center on Crisis Reporting, BBC Worldwide, National Geographic, PBS, UChannel, MIT, Vanderbilt, and USC.
posted by Soup on Dec 27, 2007 - 21 comments

Richard P. Feynman { Information Junkie → PhD → Atomic Bomber → Professor/Lecturer on Physics + Mathematical Artist [DIY] + Nanotech Knowledgist → 33.3% Nobel laureate + QEDynamic Speaker + Tiny Machinist + Challenger of Conclusions + Best-Selling Writer –X– Busted [outside Tuva] → Star Trek TNG Shuttlecraft ↓ Pepsi Black/Blue ↑ U.S. Postage Stamp } ∞
posted by Poolio on Sep 16, 2007 - 51 comments

Science sites of all kinds for kids. Archeology. Entomology. Natural Symphony. Baseball in Space. Philosophy. Process or Content. Science songs. Physics songs, relativity. String theory. Science and Art.
posted by nickyskye on Jun 26, 2006 - 9 comments

"Why is it that students can graduate from MIT and Harvard, yet not know how to solve a simple third-grade problem in science: lighting a light bulb with a battery and wire?" "Minds of Our Own shows that many of the things we assume about how children learn are simply not true." Three one hour streaming video programs on teaching science. (low hassle reg. required, or try login:metafilter@mailinator.com, password:metafilter)
posted by Chuckles on Jan 8, 2006 - 39 comments

Just found this one. The San Francisco Chronicle reports on a Berkeley website for supporting science teachers teaching evolution. The project was built with a grant from the National Science Foundation and has received an additional grant to expand the site to develop content for students and adults. More coverage from The Daily Bruin at UCLA and a brief clip from Science News.
posted by KirkJobSluder on Apr 15, 2004 - 5 comments