Home

With science now playing a major part in our lives, having teachers to teach science is very important. I have had students come to me a decade after taking one of my classes and tell me how they still remember a certain demonstration and the o level physics that they learned from it. (By contrast, I have yet to have a former student tell me how vividly they remember my derivation of the thin-lens formula.) The title "Lecture Demonstrator" is still in use at certain British universities to denote a science lecturer; the title alone speaks volumes about the importance of lecture demonstrations.

Teaching is as much about learning what works for students (and you know some of this: you were once a student) as it is about learning what works for you. And women, already aware that they're the minority among their teachers and peers, are more easily discouraged even when they've put in the necessary work and are well-regarded by their professors.

Science stations support differentiated learning that lets students immerse themselves in topics, experience science to the fullest and then reflect back on their learning. This teaching strategy is followed by teachers to educate the basics of science to elementary students.

One example is an investigation of student understanding of the Newtonian concept of force carried out by Hestenes, Wells, and Swackhamer. The structured problem-solving strategy and the requirement to discuss ideas with other students seems well-suited to helping students whose understanding of problem-solving was initially only fair or poor.

On the day, when tenth standard board examination results were declared, he went to school with a hope to qualify with minimum of 60% marks, a rare achievement for any village student in early eighties. In a study of physics graduates in the workplace, the AIP found that problem solving was consistently rated as the most important skill learned in their undergraduate years.