Comments on: on teaching science http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/ a blog about things Tue, 22 Dec 2009 20:32:27 -0800 http://wordpress.org/?v=2.8.4 hourly 1 By: queenzelda http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-12300 queenzelda Wed, 04 Jul 2007 07:46:06 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-12300 Hehe Space Ghost. Hehe Space Ghost.

]]> By: Club Troppo » Missing Link 3 July, 2007 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-12242 Club Troppo » Missing Link 3 July, 2007 Tue, 03 Jul 2007 12:49:28 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-12242 [...] Roll of the Dice tells us that “calculation” has been removed from the Physics syllabus in the UK - it’s important for students to discuss “concepts”. How can you discuss a [...] [...] Roll of the Dice tells us that “calculation” has been removed from the Physics syllabus in the UK – it’s important for students to discuss “concepts”. How can you discuss a [...]

]]> By: Paul http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-12223 Paul Tue, 03 Jul 2007 07:32:56 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-12223 "by" not "but" “by” not “but”

]]> By: Paul http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-12222 Paul Tue, 03 Jul 2007 07:32:31 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-12222 Or, to quote Space Ghost: SG: "I can reduce everything to a simple yes/no answer..." Moltar: "But..." SG: "Moltar!" *points laser at Moltar* "Yes!" It seems to me that a huge part of the problem is the misappropriation of the term 'science' but non-scientific people. It's like they recognise the prestige that comes from the 'hard' sciences, but they don't want to do the work (or require kids to do the work) to actually earn that prestige - they just want to take a bunch of soft debating subjects and vague socio-politics and call that science so that everyone feels validated. I do not want to drive over bridges and use medical drugs and fly in planes designed by kids who have done science classes which taught them about iPods... Or, to quote Space Ghost:

SG: “I can reduce everything to a simple yes/no answer…”
Moltar: “But…”
SG: “Moltar!” *points laser at Moltar* “Yes!”

It seems to me that a huge part of the problem is the misappropriation of the term ’science’ but non-scientific people. It’s like they recognise the prestige that comes from the ‘hard’ sciences, but they don’t want to do the work (or require kids to do the work) to actually earn that prestige – they just want to take a bunch of soft debating subjects and vague socio-politics and call that science so that everyone feels validated.

I do not want to drive over bridges and use medical drugs and fly in planes designed by kids who have done science classes which taught them about iPods…

]]> By: queenzelda http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-12083 queenzelda Mon, 02 Jul 2007 01:08:31 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-12083 I can't help but feel is all part of a consistent simplification of everything. Yes debating skills are important, but learning to argue used to be the purpose of the humanities. How is anyone supposed to go on to higher studies of sciences without a basic knowledge of the hard facts forming the basis of (say) phsyics (or equally chemistry, biology or maths)? Encouraging students into the sciences can be done by dumbing them down, else there is no merit in attracting more students. It seems very much to be a part of the drive to get "results" in empirical testing, rather than results by way of learning outcomes. The same school perhaps who want performance based teacher salaries. I can’t help but feel is all part of a consistent simplification of everything. Yes debating skills are important, but learning to argue used to be the purpose of the humanities. How is anyone supposed to go on to higher studies of sciences without a basic knowledge of the hard facts forming the basis of (say) phsyics (or equally chemistry, biology or maths)?

Encouraging students into the sciences can be done by dumbing them down, else there is no merit in attracting more students.

It seems very much to be a part of the drive to get “results” in empirical testing, rather than results by way of learning outcomes. The same school perhaps who want performance based teacher salaries.

]]> By: Paul http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-11672 Paul Thu, 28 Jun 2007 05:42:19 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-11672 A pleasure - thank you for an interesting read. I know other teachers with similar concerns here in Australia. A pleasure – thank you for an interesting read. I know other teachers with similar concerns here in Australia.

]]> By: Grey http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/comment-page-1/#comment-11481 Grey Tue, 26 Jun 2007 06:14:29 +0000 http://www.intelligentdesign.com.au/blog/2007/06/26/on-teaching-science/#comment-11481 Thank you for linking to my site. -Grey Thank you for linking to my site.

-Grey

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