Lecturing Doesn’t Work?

The NY Times reports today that, at M.I.T, the traditional freshman physics lecture class of 300 students or more is being replaced by hands-on learning in small groups.

Money quote:

The physics department has replaced the traditional large introductory lecture with smaller classes that emphasize hands-on, interactive, collaborative learning. Last fall, after years of experimentation and debate and resistance from students, who initially petitioned against it, the department made the change permanent. Already, attendance is up and the failure rate has dropped by more than 50 percent.

M.I.T. is not alone. Other universities are changing their ways, among them Rensselaer Polytechnic Institute, North Carolina State University, the University of Maryland, the University of Colorado at Boulder and Harvard. In these institutions, physicists have been pioneering teaching methods drawn from research showing that most students learn fundamental concepts more successfully, and are better able to apply them, through interactive, collaborative, student-centered learning.

The traditional 50-minute lecture was geared more toward physics majors, said Eric Mazur, a physicist at Harvard who is a pioneer of the new approach, and whose work has influenced the change at M.I.T.

“The people who wanted to understand,” Professor Mazur said, “had the discipline, the urge, to sit down afterwards and say, ‘Let me figure this out.’ ” But for the majority, he said, a different approach is needed.

“Just as you can’t become a marathon runner by watching marathons on TV,” Professor Mazur said, “likewise for science, you have to go through the thought processes of doing science and not just watch your instructor do it.”

Another proponent of the new approach is Carl Wieman, a Nobel Prize-winning physicist who directs a science education initiative at the University of British Columbia.

In an article in the education journal Change last year, Dr. Wieman noted that the human brain “can hold a maximum of about seven different items in its short-term working memory and can process no more than about four ideas at once.”

“But the number of new items that students are expected to remember and process in the typical hourlong science lecture is vastly greater,” he continued. “So we should not be surprised to find that students are able to take away only a small fraction of what is presented to them in that format.”

The whole article can be read here.

About Santi Tafarella

I teach writing and literature at Antelope Valley College in California.
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