| U N I V E R S I T Y O F P I T T S B U R G H |
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| Volume IX, Number 2 |
March
2004 |
| U N I V E R S I T Y O F P I T T S B U R G H |
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| Volume IX, Number 2 |
March
2004 |
Peter Siska, ChemistryGood lectures can begin the process of assimilation that eventually leads to understanding.
In “Applying the Science of Learning,” the authors attempt to generalize the theories of cognitive psychology to all fields of learning, an attempt bound to have exceptions and perhaps outright failures to apply in some situations. We all acquire information through our senses and language skills, but what then happens as we assimilate that information is as varied as we are. To claim that “The study of human cognition is an empirical science with a solid theoretical foundation and research based applications” is to deny this human variability. Their ensuing ten principles seem to be more speculation than scientific fact. In particular, their negative attitude toward lectures is exceptionable. Granted, when used exclusively, lectures (like any other teaching method) may not be the most effective way to foster understanding. As a part of a larger scheme, however, good lectures, full of rational and inspirational ideas, analogies, and examples, can begin the process of assimilation that eventually leads to understanding. Chemistry lectures present a special opportunity to use live demonstrations and molecular models to illuminate ideas. To firm up the ideas, lectures must be followed by individual or group exercises, discussions, and hands-on practical applications. That’s why in chemistry we have well-coordinated recitations and laboratories to complement the lectures. Genuine understanding can only come from multiple exposures over time to thematic ideas in different contexts, a synthesis of lectures and active learning activities. The authors tie the lecture method to large classes and multiple choice exams and deprecate such exams as tools for assessing understanding. This linkage is increasingly being broken, however. For example, on my exams I use only longhand problems to assess my students’ comprehension of complex concepts and their ability to apply them in new ways. Finally, the lecture format is the most efficient way for a large number of students to find out what the professor thinks, and how he/she thinks, using the most natural medium of communication—spoken language. Not simply a catalyst that gets the learning process going, the lecture provides an inspirational forum for conveying the excitement and mystery of the world of ideas person-to-person. Understanding and retention are never better achieved than when the learner is captivated by an enthused lecturer. I believe it would be disastrous if the lecture were to be eliminated from college education. | ||||
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