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  3. Despite the everyday use of electrical appliances and technical devices, only a minority of people living today has deeper insig

Despite the everyday use of electrical appliances and technical devices, only a minority of people living today has deeper insig

admin2013-08-15  61
问题     Despite the everyday use of electrical appliances and technical devices, only a minority of people living today has deeper insight into the scientific foundations of modern life. As a consequence, concerted joint efforts have been made in many modern societies to improve the level of public education in science, technology, engineering, and mathematics(STEM).【F1】As part of these efforts, psychologists, educators . and researchers from STEM disciplines have collaborated in attempts to explain why the human mind so often seems immune to conventional instruction and how these barriers can be overcome by designing learning environments that are better adapted to our cognitive functioning.
    Discussing physics with lay people, Frederick Reif(a professor of physics and education at the the University of California, Berkeley)found a topsy-turvy disorderly world.【F2】He was told that objects have an "internal force" of motion, conveyed to them by being pushed; that objects move because they are driven by this force; and that they finally stop moving because it gets "used up. " A growing body of research literature in science education and cognitive psychology documents that such explanations are quite common, even among otherwise well-educated people.【F3】Students may successfully complete introductory physics courses without acquiring conceptual knowledge about how the world works that is compatible with scientific physics. Many teachers are terribly disappointed when after all those lessons their students still believe in internal force as the cause of motion.
    Some teachers make desperate efforts to introduce the concepts even more systematically. They strictly keep to a logical sequence, and they present very clear and precise definitions. When tests require students to reproduce definitions and to figure out quantitative information, performance often seems satisfactory.【F4】However, a serious lack of conceptual understanding remains, as students cannot transfer the insights they should have gained to problems that differ from those dealt with in the classroom.
    What has gone wrong? Often teachers hold the "direct transmission" view of learning, according to which successful classroom practice is seen as teachers providing information that students memorize and retell.【F5】Reif describes why such learning environments may, at best, help students accumulate facts or acquire simple skills but will not support them in building up the conceptual knowledge they need to model new and complex situations, as required in science and mathematics. He emphasizes that the main barrier that keeps students from learning science and mathematics is not so much what they lack, but what they have—namely, naive scientific knowledge that often works well in everyday life but largely differs from and even contradicts scientific explanations.
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答案作为这些努力的一部分，来自STEM各学科的心理学家、教育家和研究人员进行了合作，试图解释为什么人类大脑似乎总是对传统教学免疫，及如何通过设计出更适合我们认知功能的学习环境来克服这些障碍。
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