Folks: One pedagogic solution to the problem that the author raises in this article is to bring the "real world" into the classroom. How? By means of judicious uses of multimedia technology! I hope you will now appreciate why preparing for my classes takes up a lot of my time, and why I test you on AV materials I assign you. |
Copyright (c) 1997 by The
Chronicle of Higher
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Date: March 14, 1997 Section:
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THE WAR OF THE WORLDS When Students' Conceptual Grasp Clashes With Their Professors' By Diane F. Halpern If you like horror stories, this one should terrify you: In a random telephone survey of more than 2,000 adults, conducted by the Public Opinion Laboratory at Northern Illinois University, 21 per cent of the respondents said they believed that the sun revolved around the earth; an additional 7 per cent said they did not know which revolved around which. I have no doubt that virtually all of these adults were taught in school that the earth revolves around the sun; they may even have written it on a test. But, in fact, they never altered their incorrect mental models of planetary motion because their everyday observations didn't support what their teachers told them: People see the sun "moving" across the sky as morning turns into night, and the earth seems stationary while that is happening. Students can learn the right answers, even recite them in class, and yet never incorporate them into their working models of the world. The objectively correct answer that the professor accepts and the student's personal understanding of the world can exist simultaneously, each unaffected by the other. Outside of class, the student continues to use the personal model because it has always worked well in that context. Unless professors address specific errors in their students' naive models of the world, the students are not likely to replace their own models with the correct one promoted by the professor. Students' personal notions of how the world works influence what they learn in every academic discipline. In a now-classic study conducted in the late 1970s, two University of Minnesota psychologists, Mark Snyder and Seymour Uranowitz, presented short stories about a woman named Betty to two groups of undergraduates. The stories were identical, except that one group read an additional sentence in which they were told that "Betty is now a lesbian." One week later the students returned for a test on the story they had read. The group that had read that Betty was a lesbian was much more likely than the other group to recall reading that "Betty never dated men." In fact, both groups had read that she dated men occasionally. Students' beliefs about the world -- in this example, about lesbians -- influenced what they recalled from a simple story. Perhaps one more example will convince you. Have you ever waited with a group of people for an elevator? Invariably, someone will keep pushing the call button. If you ask the button-pushers why they continue pushing, they will explain their belief that the elevator will come more quickly if it "knows" they are impatient. This sort of naive belief is highly resistant to change, because it is repeatedly confirmed in real life. In fact, after an interval of button pushing, the elevator arrives, just as the button-pusher predicted. Cognitive psychology provides models of human learning and knowing -- that is, how people acquire, organize, retrieve, and use information -- that can help us teach students to put aside their naive models of the world. To educate our students successfully, we must incorporate into our teaching an understanding of the way in which learners organize knowledge and represent it internally, and the way in which these representations resist change when learners encounter new information. But despite all that cognitive psychologists now know about what happens when people learn, the urban planner Donald Schon's observation in The Reflective Practitioner remains true: Most teachers "have gained relatively little from cognitive psychology." It seems that even cognitive psychologists apply to their teaching very little of what they know about their academic discipline. The gap between empirically validated theory and practice is wide. One of my favorite examples of this is the deadly dull three-hour lecture I once sat through on the shortness of people's attention span. Let me suggest some basic principles of human cognition that should serve as a guide for college-level instruction: Applying these principles of cognitive psychology in our classrooms can begin at the start of each semester. The teacher can start by having students give their own explanations of the subject to be studied -- for example, state how they believe selected topics in psychology are linked, describe what would happen if a certain chemical were heated, or explain how they would determine the value of a variable. Students often are surprised to discover that they already have beliefs about such topics. Then the teacher can present the facts, stressing the ways in which reality is similar to or different from the students' initial understanding of it. Using a few real-world examples that require the students to apply underlying principles will help insure the replacement of old understanding with correct information. Later in the semester, the teacher can again ask the students for their own explanations of important principles and how their understanding differs from their original conceptions. Having students reflect on their prior knowledge, subsequent learning, and their current understanding increases the likelihood that they will internalize what they are taught in class. The most important reason for making sure that our students can apply to the real world what we are trying to teach them in class is that the world is changing at an accelerating rate. As specific situations change, the importance of the underlying principles -- and students' ability to recognize and apply them to new settings -- becomes even more critical. Demand is increasing for a new type of employee, sometimes called "knowledge workers" or "symbol analysts." They need to be able to carry out multi-step operations, manipulate abstract symbols and ideas, acquire new information efficiently, and remain flexible enough to recognize new paradigms. If we fail to address the fact that too many students leave our classrooms unable to transfer principles and understanding to new domains of knowledge, we will create a work force for tomorrow that is superbly prepared only for yesterday's problems. Diane F. Halpern is chair of the psychology department at California State University at San Bernardino and the author of Thought and Knowledge: An Introduction to Critical Thinking (Lawrence Erlbaum and Associates, 3rd edition, 1996). End of Document |