Relatively low scores on
international science and mathematics tests prompted Scientific American
to investigate how these subjects are being taught in US public schools.
Part of the article asked a series of experts for tips to improve
instruction. Interestingly, many of experts recommended the very
foundational principles found in Applied Academics.
Arthur L. White, the executive
secretary of the National Association for Research in Science Teaching
stressed the importance of replacing memorization with exploration and
invention. Since school aged learners make different connections to new
ideas than adult learners, the students must be allowed to explore the
problem, find their own patterns and form their own hypotheses. In other
words, often the theory is confusing to students when given in isolation
of real life applications.
William H. Schmidt, the US
national co-ordinator for the Third International Math and Science Study (TIMSS)
felt that better math literacy required a re-evaluation of the high school
curriculum. "The results of TIMSS confirmed a long-standing criticism
of American schools," says Schmidt. "The curriculum they teach
is a mile wide and an inch deep." It would be better to cover fewer
concepts in a more indepth fashion, than it would to briefly touch on a
vast number of topics. Real understanding comes from opportunities to
apply the curriculum in long-term real-life projects.
Applications courses often
choose to study fewer topics in favour of spending more time on projects
and hands-on learning activities. The underlying principle being that many
students develop a better understanding of the curriculum and retain more
of what they learn when they can apply the theory directly to a real-world
problem.
Robert Hauser, a sociology
professor from the University of Wisconsin-Madison, advocates an
elimination of low academic tracks. He quotes studies that prove that
low-track classes rarely emphasize higher-order thinking skills that most
careers require. "In theory, remedial classes help low-tracked
students catch up," explains Hauser. "But studies have found
that lower-track classes typically have a poor curriculum, low
expectations and ineffective teacher, so the disparity between students on
fast and slow track grows over time."
Applied Academics focuses on
higher-order thinking skills, requiring that students solve complex
problems. Often some of the students that would normally fill a low-track
or modified class simply need the material presented in a way that is more
closely aligned to their learning style. Applied Academics allows the
kinaesthetic learner to thrive.
Are you interested
in some of the other recommendations? Surf to http://www.sciam.com/1999/1099issue/1099gibbsbox7.html.
The entire article, entitled ‘The False Crisis in Science
Education’ is yours for the reading at http://www.sciam.com/1999/1099issue/1099gibbs.html
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Looking for a way to spice up
your math class? Check out these on-line resources.
Looking for some real-life applications
of mathematics? See the way that various math concepts and
topics are used in different careers at BCIT’s "Exactly
How is Math Used in Technology" site. It can be found
in table form at http://www.scas.bcit.bc.ca/scas/math/examples/table.htm.
Wondering how to teach
statistics to your students? There are plenty of lessons to grab your
class’ attention at http://www.mste.uiuc.edu/stat/stat.html
There are loads of cool statistical problems taken for various occupations
and real-world problems. This is guaranteed to quash the "when are we
ever going to use this" questions! If you are searching for Canadian
statistics to use in class projects, check http://canadaonline.miningco.com/msub26.htm
At http://archives.math.uk.edu/topics/
you will find a big enough collection of links to keep you
surfing for days. This is a giant list of math sites that
is comparable to visiting a cyber-library.
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Articulation Update
An Applications of Mathematics
credit will go further now at Kwantlen University College, Malaspina
College and the Technical University of BC. See all the details at http://www.bced.gov.bc.ca/cfaa/artic.htm
Goodbye Vickie
It is with great sadness that
the CFAA wished Vickie Shillington goodbye. Vickie has taken a position
with the BC Ministry of Agriculture. She leaves a legacy of learning
resources that will be felt in Applications of Mathematics, TPC and IT
classes throughout the province. We miss you already, Vickie.
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