{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://iastate.aviaryplatform.com/iiif/zg6g15v43r/manifest","type":"Manifest","label":{"en":["Tobias, Sheila, What Makes Science Hard"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/004/original/ISULogo.png?1601681107","metadata":[{"label":{"en":["Publisher"]},"value":{"en":["Iowa State University. Special Collections and University Archives"]}},{"label":{"en":["Identifier"]},"value":{"en":["RS008-006-053 (call number)","AV204073 (UID)"]}},{"label":{"en":["Description"]},"value":{"en":["What Makes Science Hard is a February 25, 1992 event in the Iowa State University Lecture Series featuring Sheila Tobias. Sheila Tobias discusses how the way science is taught can make it hard for some students.","This item was captioned by Rev.com in conformance with WCAG 2.1 AA accessibility guidelines. 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fields,","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=17.421,19.379"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/7","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"I'm obviously not a scientist or a mathematician,","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=19.379,21.52"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/8","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"is that I have to adjust to their styles","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=21.52,24.74"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/9","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"of delivering lectures and they have to adjust to mine.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=25.76,27.0"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/10","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Where is the science (indistinct) life away,","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=27.0,30.177"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/11","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"on transparency with adventure.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=31.683,34.826"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/12","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"And sometimes when I ask for a lecturn","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=34.826,35.659"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/13","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"and a stool to sit on,","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=35.659,36.492"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/14","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"because I'm going to be reading out 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ago.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=52.78,56.35"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/23","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"If you asked faculty,","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=56.35,58.004"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/24","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"serious faculty scientists like yourself","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=58.004,60.343"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/25","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\"what makes science hard\" for (indistinct) students","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=60.343,63.417"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/26","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"They would have said, they said to 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or,","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=639.125,642.408"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/241","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"and firstly, what it feels like as scientists","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=642.408,645.481"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/242","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"to be outside their comfort 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people.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=662.168,663.61"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/249","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"There was a missing overview.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=663.61,665.848"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/250","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"This caused them to have great difficulty with 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you","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=692.846,693.679"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/262","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"(indistinct).","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=694.824,697.324"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/263","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\"I had no way of telling what was 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analogy","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=705.6,707.848"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/268","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"and what was actual 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later.\"","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=727.045,729.49"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/277","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"Which is what professors of science commonly believe.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=729.49,731.99"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/278","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"That your students will write down what you 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it.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=736.0,737.753"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/281","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"But with this group of students telling me","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=738.59,741.006"},{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27127/annotation/282","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"that I will understand it later doesn't 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[Transcript]"]},"items":[{"id":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499/transcript/27128/annotation/1039","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"- Hi there!\r\n\r\n- Hello, good to see you again.\r\n\r\n- One of the best things about traveling in other people's fields, I'm obviously not a scientist or a mathematician, is that I have to adjust to their styles of delivering lectures and they have to adjust to mine. Where is the science life away, on transparency with adventure. And sometimes when I ask for a lecturn and a stool to sit on, because I'm going to be reading out loud from certain excerpts, I'm told that nobody has ever asked while lecturing for a stool to sit on before. So I'm grateful for the combination here. My question \"what makes science hard\" is one of those questions that, it seemed to need research some years ago. If you asked faculty, serious faculty scientists like yourself \"what makes science hard\" for students They would have said, they said to me, science is hard because it's hard. Before, it suited them that science is hard. I hear a lot of anecdotes reported to me. on the subject reported to me at the university, not this one, the provost announced to the faculty that computer science now had the reputation for being the toughest in that college. It was whispered loudly So when I raised the question \"what makes science hard\" I'm really raising a question that I think is a serious objection because there are large numbers of students who, in my opinion, and will be yours by the end of my talk, are very capable intellectually and in every other way in terms of their self discipline who are not pursuing science because they think that it's hard. We'll see what we can find out. I've used a technique for answering the question which I did not attempt it but it's so obvious that I have to assume other people have tried it a million times. The technique was to try to identify the root of surrogate learners, the stand-ins for undergraduates, who's intelligent, who's ability to concentrate and focus, these vocabularies, and whose curiosity would be indisputable. I tapped on fellow faculty in departments other than science. I employed professors in the subjects of law, geometry, literature, and others to participate in the search for experiments happening all over the country. For us science professors to select a topic at the introductory level but not necessarily the first fortis, the first topic in the fortis. And we then situ a group of learners who are really his or her peers. I called them serious peer perspectives on science. The object is, if you recognize and do all the research, you're trying to remove all the variables that might interfere with learning science except one, newness to the field. So I select people, who's willing to contemplate, who's intelligent, who's experienced in learning, who's research of the are well documented, who are not dumb, and are not lazy, and are not easily distracted, because they are not able to maintain a goal, and who are willing to participate, put themselves in the interesting position of being newcomers to a field that is not their own. I asked the professor volunteers or the teacher in this setup to select a topic that will be at a level of stretch for the learner. I want to learn to work hard, to struggle to grasp the material. I'm not one that presumes prior knowledge. And so at one point, for the first experiment I ever did which was done at the University of Chicago using an award winning instructor in physics to teach a subject he collected that was away from the lines of the media. At one point during the discussion he said that he was working on the board and somebody raised a hand and said, \"where did you pull that square from?\" meaning that he was following the logic but not and that's just the sort of thing that I want to carry out. Again years ago, they were very willing to unearth things very vulnerable, such as literature, and theology, and law. A theologian was most impressed with the demonstrations that the instructor had pulled out. He was determined to get through all of these demonstrations and even though he asked for questions from the audience, it was clear to the audience that stopping him was stopping a moving freight train. Determined to get through. And in the notes that I asked these faculty, the right coordinate, I asked them to keep two sets of notes. One, the kind of note taking, writing, if they were students having to prepare for an examination in a way, and we're waiting on those and then a set of measurable style notes for observation, not about the teachers, because I tried to remove the teaching variables so I could award the very abled teachers. But rather about the course itself, about the subject matter and how they feel personally trying to attempt in the course of our meeting of I found the emotional notes, the comments. We found some experiatory difference from teaching theology. For one, there was so much more equipment. So I had multiple goals in these experiments. One of them is to track to the sciences variables that we had forgotten . Another is to get feedback of the sort that I think is quite meaningful to the faculty in fact when we would talk and I would write it, so that they can begin to take very seriously some of the difficulties in the packaging of science for teaching that they may not have heard before you can't articulate well or they may not have been comfortable. And thirdly to entertain . The second set of experiments came later. And I'll be reading excerpts from comments from all over first. I was in usually faculty in short term experiments, the longer the experiment is with faculty the huger the duration. Because at Indiana University, and I had the faculty interspersed among the students in a very typical introductory calculus and physics course, one with over 300 students. It grew by virtue of the faculty mixing themselves with other of responsibility, thirteen of them. Retrievals in class and in lab and in section because I felt the students would be nervous to realize their psych professor or English professor was sitting in the same row. And one day this professor of physics asked rhetorically of the 280 students or so in the class \"do you understand?\" and one of our professors, losing control, stood up and and said profoundly, \"how do I know?\" His feedback . After the three week session and a few other short term ones I was persuaded that I really needed to try out the experimental model on a full length course in physics or chemistry either there or putting on the other side of the courses. And so I selected, with a foundational report, seven graduate students in fields like creative writing, literature, anthropology, American politics and literature and employed them as surrogate learners for undergraduates from this field. All of these people met two of my conditions. One, that they had taken science in high school and they liked it. Very important to realize that there's a large portion of people out there who did like science at one point and dropped it later on. Secondly, that they had studied college level calculus somewhere along the line, perhaps in high school. But since they were in English and creative writing and anthropology calculus another prerequisite we could be assured, I was assured that intellectually curious, ambitious, and students that was my goal. I placed them in five different state university home of the neighboring up the road in Nebraska and asked them to do a very similar kind of note taking. To prepare, with homework and take all day to plan and study the text and go to lab. Just as if they under the cooperation of their instructors. But at the same time, to keep a journal of everything they noticed about the experience for newcomers in the field and trying to understand about this material. And from those jottings in their journal to prepare for me both a copy of the journal and a late reflective essay after the whole experience was over regarding . I am pleased to report that with one exception, and she managed to get through the course, six out of the seven did outstandingly well in fact two of them were the best in the class. And this could be explained perhaps though but I would like to leave you with one how many English majors and anthropology majors and American studies majors and creative writing majors might have done science . In the third incarnation, I was curious. We social scientists use . We can never be sure what we've found is perhaps a Socratic truth. And so I did something we call triangulation where you take a very different population and do something very different with them but you hope the findings feed into each other like in . And this was with a science and engineering faculty a great fully engaged with me in which five intensive all day sessions. They studied Chaucer and Wordsworth with world class literary and then again, to keep our track up, their difficulties were there, the challenge about making sense of this material. They had papers to write and they had it done . And so what I plan to do tonight, and I'm going to open this for a ten minute discussion, is by selecting certain overarching topics to read you directly from the notes that these people took and were kind enough to share with me about what it feels like as a beginner to be learning science or, and firstly, what it feels like as scientists to be outside their comfort zone trying to learn another subject. The first is a very important concern that they all uttered in one way or another. was that for them these are intellectually mature and intellectually able people. There was a missing overview. This caused them to have great difficulty with notes, figuring out where they were going, making sense of the whole. They had no framework on which to hang things. And let me just read you how it was expressed by a peer a professor at the University of Chicago . \"It seems to me during these lectures,\" she wrote, \"that I lacked any framework of prior knowledge, experience, or intuition that could have helped me order the information I was receiving.\" Very active learners as I explained to you . \"I had no way of telling what was important and what was not. I had difficulty distinguishing between what was being communicated to me merely for purposes of illustration or analogy and what was actual fact.\" \"I could not tell whether I understood or not because nothing .\" This affected his note taking. A college professor struggling with calculus in a very similar situation said, \"I cannot write down what I do not understand telling me I will understand it later.\" Which is what professors of science commonly believe. That your students will write down what you say, what's on the blackboard and later they do their problem sets, they'll make sense of it. But with this group of students telling me that I will understand it later doesn't help. If I can't put it into my own words, I cannot put it into my notes. Another Chicago professor, saying the same thing in a different way, used a metaphor. He said, \"I needed a map of the terrain, some road signs, some clues as to our destination. So I could choose what to focus on and what to skim.\" Very accurate. What's common with the vertical subjects, the professors say later we'll discuss all this, is that you cannot tell students where they're going to end up because they don't understand it until they get there. And that is true in vertical subjects. Somehow you take it to which is more However, what these people needed in order to follow the argument with some sense of destination. Jackie took the whole semester of creative writing. She did outstandingly well. And she wrote on this topic, to follow up about this. \"I never really knew where we were heading or how much we had already covered. Each topic the professor discusses feels like it's being pulled out of a hat. So the general feeling I was left with was that physics was endless. It would always be one more complex way of describing motion. Why I do not know. I'm not a lazy learner. Why, I wanted to know, did we begin by studying only the idealized motion of particles in a straight line What about the other kinds of motion? If he could tell us what's coming next, from projectile to circular motion, for example, I would find it easier to concentrate .\" The whole experience left her feeling, her words, \"like a naive child whose parent tells me one small thing at a time making everything seem equally mysterious.\" It was the bite size pieces that the professors go out of their way to construct for students so that they will be chewable and digestible that got in the way of these very intelligent learners who wanted to know the big picture before they concentrate on the details. The second thing that emerges out of both the adults and the students science had to do with problem solving. Not that they didn't like problem solving. And one of the professors from Indiana said, in one of her great insights, she said, \"The physics\" \"is in the diagram\" But they felt introductory science was mired in technical. The focus on procedure and how-to eclipsed for them what should have been the grandeur, the excitement, the propentitude of science. They felt afraid . Eric is a grad student now in Stanford in literature and he wrote a basically a problem solver and not of any interesting or inspiring exchange of ideas. Here, remember where he's coming from he's coming from literature where the ideas are the height of the subject. \"The professor spent the first 15 minutes defining terms and that was all the new information we ever got that day.\" I found out very recently in Provo, Utah a true perspective just a very short one on the second law of thermodynamics with the faculty and remarkably these things recur and it was just last week. One of the people struggling to follow her lecture on the second law said of what she was doing you're just putting labels on things. Do you want to know what is the question of which all of this information is supposed to be the answer. And there it was again. A need for the overview, a need for the direction that you're really going in with this material in the sense that the definition were put labels and not apart of to understand. The problems were the problems for many. For Eric, he was not interested in understanding the procedure without knowing why each step was taken. He wanted to interrupt the professor after every single step and discuss what Eric called the . That means the electoral orientation to the problem For Michelle it was a piece of philosophy rather, do it with something else. \"In solving problems,\" she writes, \"you're expected to do your work the way the instructor does his. The problems allow for precious little interpretation.\" This is a it can be difficult to force yourself to conform. Michelle found her IQ sufficient for physics, she did very well in the course. Her OQ which makes up her obedience quotient. \"My curiosity to grow is simply not satisfied by the simple quantitative solutions. I was interested in how and why questions, all he asked us was how much . I wanted verbal explanations, formulated computations with a secondary aid, becoming capable of problem solving was not my major goal but it was the major goal of this course.\" And when I shared this comment with this professor he admitted that there had been a misunderstanding. He says I assume my students will keep studying physics. They're first going to take a few , have already decided to pursue the subject, and are here to hone their problem solving skills. Jackie appeared regularly was more interested in deeper questions than in the questions that were asked , Eric too. And jotting down deeper questions in their notebook which I then shared with physicists and the comment that these were very good questions as it relates citing questions too that they would pose. Eric's questions. These would have had to have been planted in a . In fact if a student had come up to me it wouldn't do any good but these questions have no attention in class. Jackie wrote after about half the questions \"I think the students around me are having the same sort of thought provoking questions about the material that I am putting in my journal. But under time pressure they don't pursue them and eventually learn to disregard them as extraneous not just to the force but the physics itself.\" And that was perfect. \"Since the only feedback we get is on the homework assignments, which are all problem solving, the students cannot help but conclude that our ability to solve problems is the only important noble of this course.\" So what do we gain from that a tyranny of technique stole from them that they can expect to get from . One of them described them as all stale and no mystery. And I think that . For Tom, class taking introductory chemistry when he found that his professor spent more time on Avogadro's number which we know and he discovered the inside needing some of those materials in the textbook He writes, \"it would be better not to waste the expertise of the professor on problem working problems hour after uncomfortable hour. We need to know more of the background, the Dalton quorom and ancient atomic theory and of the work on the gas laws during the 18th century. As chemistry students we should know the evolution Avogadro's from the point at which he conceived it up to the determination of the size The periodic table, how was it intuitive filled in and giving clues to the understanding of the electron configuration, atoms, is a subject we ought to be covering in depth. This is his opinion but this is what he was getting out of the chemistry all by reading between the lines. He could tell . He came up to the front of the class and asked questions of the instructor after my lecture. The students around hearing his questions and right in the professor's face hired him as a cheater. A thousand dollar honorarian I would much rather be asked to attend the formal inspirational lecture once every week or so and spend the rest of my time with a TA or a Macintosh There would at least be some degree of interaction . We spend much too much time in chemistry necessary to be sure but there was horrible information which could be presented to us without numbers or details whereby we might learn that chemistry is really on the cutting edge of Lots of faculty in the experiments I did did refer to this, did put things in context, did a discourse on the part and . They never however put any of this material on their agenda. And it didn't take long for the students, the other students included to observe that the way the professor operationalizes the goals for a course is not to write them in a handout or to speak that at the beginning of the class but to incorporate them into his exam. The teacher was talking concepts but the exams were testing the miracle solution. And as a result, after one or two weeks, the students began to become quite hostile and the teacher wasted their time some of the mysteries So one of the key findings I believe in my work is that the examination drives student behavior and that no amount of innovation or improvement in the presentation sticks with students unless incorporating into summation how foolish faculty Eric wrote in his essay, he says highest grade in the course the problems on exams seldom require the use of more than one concept only ones will be asked to explain or comment on something rather than complete a calculation. And there's a couple of students out there and I'm going to argue to them, conceive of things and digest information by means of and for whom commenting and explaining is a way of demonstrating and when the questions like this do not appear on the examination the exams, the course does not play to their strengths. They were able to deduce because they triple but they were not satisfied with the intellectual experience of taking the exam. Eric writes, \"the final asks the most primary basic question not only the most important . We were not required at any time to interrelay concepts or to try to understand the bigger picture.\" The bigger picture was not presented to begin, because they weren't competent to deal with it. It wasn't presented in the middle in order to tell them how far they'd come and so the expected it. It didn't tie things together at the end. Michelle found the exams too easy in contrast to too hard homework. \"On philosophy exams,\" she wrote, \"instructors expect their students to do more than what they've ever done before by pulling together.\" And worst of all my surrogate students though they ace these courses felt honestly that they didn't understand the material. They were very confused they had that sense of insecurity about the profound issues but nothing surprised them more than when there was an offering from the other side of the campus from the exam grader Well we got our exams back this week. Everyone was concerned about how other people scored. I understand that natural curiosity . There was always some comparing . However, I've never experienced the intense questioning that has happened this week. Almost everyone I talked with at some point or another asks me about my grade. When I respond I scored an A I get hostile and sometimes panicked looks. It's not until I explain I'm only auditing this course and that my score will not be figured into the curve that these interrogators want. And many asked the question why is it so hard to get a good grade and the answer to the question because there are two huge . Grading on a curve, an externally imposed curve, which requires as a professor artificially sourced students by some normal distribution. Whether it's students at Harvard or whether it was students at Iowa State or whether it was students at the University of Arizona. And as a result there is this intense competition. One student's higher grade will calculate your grade lower and Eric figured that out. My class here though is full of intellectual warriors who will someday hold jobs in technologically based companies where they will be assigned in order to collectively work on projects. But these people will have had no training in working collectively. In fact, their experience will have taught them to fear cooperation and that another person's intellectual achievement must be detrimental to their own. This is a zero sum situation. Very abnormal and very , very frustrating. As a result of this, the examination grading on a curve and few other points. All of our students in the long term study fretted over the absence of what they called a sense of community . Competition was one factor that underlined community but another factor was the fact that there was a lack of teacher check among students. If you do a diagram the interaction, the verbal interaction with teachers speaking to the students, individual students speaking back, questioning the teacher for clarification if they spoke at all, but no discussion. And that they said quite pointly certainly no dissent. And they felt this robbed the students of the experience of interacting with the material. In other words, what they were hoping to experience was an opportunity to speculate. To think about something and not be presented with an answer to a question that I'm not really with. Eric said the best classes I had, he found that the classroom experience as did them all, very passive. Students were extraordinarily passive as they had in most . The best classes I had said Eric were classes in which I was engaged constantly questioning and pushing the limits of the subject and of myself. The way this course is structured, notice he doesn't blame the teacher or physics. The way the course is structured accounts for lack of student involvement. The students are given premasticated information, predigested information simply to mimic and to apply to problems. As we exchange brain information, he said, there are a good many confused people in the class because everyone was doing very badly except for Eric. And they don't ask questions. Why could that be? And we conclude they don't have communication skills and the reason they are not invited to be so. And I have to tell you those people are not in my field try very hard on the other side of the campus in which to generate, articulate to attempt to converse in this new subject that they're learning and part of our teaching is to say to them listen very closely. Try to figure out and say to them what you mean is and they'll competency up there of real communication. And what Eric noticed being in that literature was that these students had not learned how to speak in physics and as a result they couldn't formulate the questions. So he was sure it was bothering them not knowing . And he just thinks it's a terrible . Another problem he thought of, they hadn't time to reflect on what they've learned. The pace was so fast. It didn't stump him. He was able to keep up by working in something 16 to 18 hours a week on his physics. That was what was required. All of our able learners to keep up with the . But it went so fast he said that by the time you stop making mistakes and mastered one concept you were rapidly on to the next. So he didn't have time to reflect on what he learned. These are the students who have been finding the answers to a quantitative problem is not the end of reflection on the problem. These are students who don't but want to continue thinking about the problem. and there was no time. They found the focus on exams took away the intellectual factor and blamed the other students the professor. Everybody, including the professor, is geared toward the exam. He'll say you don't need to learn this. It won't be on the exam. While this provides moments of welcome relief it fits in with his overall game plan. It reinforces the already exam directed behavior of the student. Some would say they are both playing the same game. the key to buzz words and catchphrases. They put down whatever the professor put on the board but not what he said in lecture. People listen into what they think they have to know to pass the exam. There are not apparently the idea. wrote the equation has no meaning unless the students get to know . We are only told the rules in introductory chemistry hydrogen bonds with highly electron oxygen hydrogen or chlorine, period, quote, you'll need to know this for the exam, unquote. Or quote, don't worry about this, you won't need to know this unless you get into the higher chemistry . So he is infantilizing . So if you memorize the patterns and perform the electron configuration what do we really take with us after the exam is over? What have we really learned? the professor pointed out that students could think of covalent bonds as an idea in quotes shared between two atoms eyes secondary, follow his train of thought eagerly until he quit. If you want to think about this deeply which I don't think any of you really want to do so there was a pandering The course mechanics struck them as overbearing and terribly defunct. There were too many things to do at once. Lectures, text, workbook, labs, homework, study. Why not find one vehicle for transmitting the information required and use that one . They felt very confused . The felt infantilized by some of the conventions. In one of our classes the professor insisted they use the right colored pencil for the velocity vectors and another colored pencil for the coordinate vectors and another colored pencil for acceleration vectors and marked them wrong when they changed colors And one of our professors in this instance said an interesting comment, he said, on one hand in this course I was having to grapple with some of the most complex ideas of western civilization On the other hand I felt I was at the running, spot, run. Quick comment. This is the most impressive material but focusing on technique There was an issue that I was hoping of and I never planned any questions because there is an idea out there among many science professors that somehow people like myself who took course in another field and didn't take science. adds some concrete level of thinking. We're incapable of being abstract thinking and that's why science. I had in Chicago, I can assure you, members of that class were extremely able abstract thinkers. They know about literature and philosophy and theology and law and they were pretty good. How would they find the abstraction and one He said it wasn't the abstraction he was actually able to follow the mathematics logically even when rotation was altogether moving at him. He was able to follow the . What he found difficult the extraordinary combination it depicts of the concrete and the abstract. A wave passes along a road and this is concrete. At the same time we're supposed to think about resistance from the medium and this is abstract. The instructors mind passes from one to another ever where there is nothing quote like this. and in fact our outsiders have much more trouble with the demonstration than they had with the abstraction which surprised everyone. but he moved through them very quickly and left our learners a little behind. One wrote, \"I had difficulty picturing.\" I'm sorry. \"I had difficulty picturing presumably familiar phenomena that we used to illustrate more abstract concepts such as oscillating springs, and railroad cars moving in relationship to one another, interstationary objects. And I have difficulty following the description of apparatus used in some of these experiments. I could follow what was being described but I could not grasp what was actually happening in what was being described. These were faculty people. It was like seeing without any facility of intelligent perception. Biologists said specifically There were times when I think the demonstration just didn't make the point but when he put it into words I understood and then I wanted him to do the demonstration one more time because I thought then I would see what I was supposed to have seen. And because he didn't repeat demonstration after the verbal explanation she missed it. Another professor struggled, a philosopher, struggled with the purpose and the meaning of the demonstrations. Again, the mind it wants to process. I think he wrote there were two very different types of demonstrations, but I didn't, I wasn't told which is which. such as the passing of a wave along the sand. And the other article confirming demonstrations, one that requires us to see something moving too fast for us to follow or requires a level of understanding you don't yet have but the professor's giving us a demonstration to prove to us that the theory is correct. He needed to know what role in history the demonstration played, what he was supposed to get out of it before he could see what he wanted us to see. In Indiana, a professor, it was a room like this, double story room, and he got on his counter and stood up and dropped two masses of different materials from a very high height to the floor at the same time. And one of them I don't believe that the purpose of the demonstration was so clear to him that it was unlikely he thought anybody The same is true of the airtrack. The same learner was struggling with the change in philosophy at the ends of the airtrack. The airtrack is a demonstration, to demonstrate constant velocity. And it was the selection of what to look at that remains . In the end she wrote, \"physics, it seems to me, is a process of selectively ignoring.\" We need to be told what we are doing in order and why we are doing it in order . Language was an interesting issue for both the scientists and the scientists coming into . Our peers and our teachers knew that language is used very specifically and differently in mathematics. So they were fully expected to have to learn some jargon. But what they didn't realize was that it wouldn't be clear though what was code and what was not code. And so, for example, in relativity the professor used the term static measurement. And one of our very able professors struggled in her notes with trying to figure out is static measurement something that has a particular meaning to relativity or does it mean what I think it means. Which is another thing . In other cases they found that they were entering a new verbal world which they were prepared to learn. But it all came so quickly they didn't really have time to adjust. And one of these I will use as an example, he says he idea of zero or zeroes. a zero is the absence of anything, the absolute bottom or start but to a physicist or a mathematician for that matter, zero is actually in the middle with plus and minus quantities on either side. Now he was able to grasp that, verbally and intellectually, but he wasn't ready to move into that world of seeing quantities as supporting for quite some time. coordinates were just thrown at them. perpendicular dimension. It's marvelous and this was the excitement of him. But it's all together new. unique and complex, I don't think about a much larger group of students will say I will understand this but it's going to take me more time. Most, more profoundly even, one professor read in chemistry commented, I'll quote, in science you don't get into the concepts as I am used to doing by learning the words. You really only understand the words after you have grasped and so long as you rely on the understanding of definition it didn't come alive for him with meaning until A lot of us learners from the other side of campus expect to use the language as a way to learn the subject. Language is a part of Stephanie, a graduate student of American Studies wrote chemistry, \"I process information in a different way than it was taught or utilized in this science course. I've learned to understand by reformulating ideas into my own language. If I am not permitted to do this, if the language is specific and rigid do this, I am forced to memorize and spit out the words as I receive them. reverting to a simpler mode of learning. In this particular instance. University of Nebraska and while she was an honor student and a survivor, she had great difficulty with physics. but she hung in there found two young men to study with. And I asked her to continue her journal and she writes as follows. It seemed to me the whole time we were working our wires would get crossed. When John brought up an equation. I would try to relate it to another equation John to help me learn both of them better at the same time. This confused the effort. When John works a problem he uses only what is absolutely necessary and brings nothing else to bear on the process. If I were to learn the subject I need to know what is similar and dissimilar. I want to contrast and compare . And she expressed, you know, in her simpler way what was difficult about the subject for her. She said, since there were no comparisons or contrast for her to draw she did not do very well in the course. Before she said to not play . For all our students, the pace was very frustrating because they moved so quickly to material that you're just beginning to grasp. And they were very frustrated about it. And the comments on mathematics I think Many scientists believe that the reason science is hard inability to do abstract thinking is because The advantage of working with faculty, which I have among my faculty a number of people who they had as many as 16 hours of mathematics, these are economists, are they psychologists, statistics and so we could sort you what was the mathematical problem and what was the personal problem. The economists wrote of the math my math training turned out to be useful in terms of problem solving but only after the problem is properly solved. A relatively good health and actually understanding are essential in Newton's first law remains counter intuitive. Even if you understand that the extra force just cancels one another out it produced no very comfortable with the equation with the expression of the second law, first of all, but he still couldn't really deal with the physical part The professor's speech and hearing put it this way you cast a wide net you almost free associate you ask how does Newton's first law fit in here? Ah, there's acceleration, Newton's second law, free association to you. When I finally stopped looking for quantities to set equal to one another, I did a whole lot better end quote. So we have here a comment that people with mathematic skills are not weak but who are observing of the mathematic . When I turned to the scientists, I had a lot of experience with this stuff permutation, and I asked them to start their journals in advance of the course. They knew they were going to be doing five days of poetry. They knew it would be Chaucer and Wordsworth. They who was teaching the course. And a few days before the first began they got books in the mail. They got the riverside Chaucer which is a one volume compendium of all of Chaucer's work and they got two volumes of Wordsworth's poems. The reason I asked them to start early is that appeared to me from my findings that people bring to a course a cognitive self image. Not the way just a self image how they're going to do in a subject, And for the scientists it was kind of scary. started his journal by saying I fully expected to have more trouble with the Chaucer than the Wordsworth. Chaucer was a very distant poet middle English and he writes I could never learn a foreign language when I was young I certainly can't learn it . But the Wordsworth is a 19th century poet who writes about nature . Then the books arrive. The Chaucer looked light, weighed in light, and was organized like a chemistry text. There was a table of contents, notes, and help items and the first assignment was on page one. Not the most presumed, start at the beginning and build towards the subject. The very thing that frustrated But the Wordsworth was just two bare volumes of poetry with no annotation in no particular order. And the first assignment was on page 127 and that's when he knew, and he was right, the Wordsworth was going to be much more trouble for him than the Chaucer I asked the faculty to write unself consciously from the first about their response to everything this was a mechanical engineer writing about a Chaucer presentation on the first day. The instructor starts, he's to the max. He opens with something like I don't want much backtalk for a while. It feels as though we're sitting around a seminar table and he was lecturing.","format":"text/plain"},"target":"https://iastate.aviaryplatform.com/collections/2486/collection_resources/42899/file/115499#t=0.0,2412.264"}]}]}]}