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What should our students learn?

Dexter Perkins
What should our students learn? (in On the cutting edge; teaching mineralogy, petrology, and geochemistry, David W. Mogk (editor))
Elements (April 2007) 3 (2): 101-106


Traditionally, college science teachers have focused on delivering content to students. The assumption was that students would learn the information and could recall and use it later. Current research on learning, however, tells us that such an approach to teaching, by itself, is not the best way to promote learning. Learning is not a process that simply involves knowledge transfer. Instead, it is a physiological process that involves changes in the brain. Good teaching, therefore, should focus on helping students develop their cognitive skills, while simultaneously helping them become better learners. Students will learn specific ideas and facts in our classes, but the information learned is of much less importance than the learning and thinking skills acquired. Our overall goal should be to help students become lifelong learners, successful as citizens and professionals. Assessment and self-reflection are keys. Students must learn to reflect on, and assess, their own learning. Instructors must also constantly assess their own efforts to promote student learning.

ISSN: 1811-5209
Serial Title: Elements
Serial Volume: 3
Serial Issue: 2
Title: What should our students learn?
Title: On the cutting edge; teaching mineralogy, petrology, and geochemistry
Author(s): Perkins, Dexter
Author(s): Mogk, David W.editor
Affiliation: University of North Dakota, Department of Geology and Geological Engineering, Grand Forks, ND, United States
Pages: 101-106
Published: 200704
Text Language: English
Publisher: Mineralogical Society of America and Mineralogical Society of Great Britain and Ireland and Mineralogical Association of Canada and Geochemical Society and Clay Minerals Society, International
References: 26
Accession Number: 2007-113796
Categories: Miscellaneous
Document Type: Serial
Bibliographic Level: Analytic
Illustration Description: illus.
Country of Publication: International
Secondary Affiliation: GeoRef, Copyright 2018, American Geosciences Institute.
Update Code: 200722
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