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The Laboratory may be more Effective than the Lecture
https://chukyo-u.repo.nii.ac.jp/records/15774
https://chukyo-u.repo.nii.ac.jp/records/15774c17af252-8a5d-4ace-bbf1-4822ad615609
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
KJ00004864019.pdf (1.1 MB)
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| Item type | [ELS]紀要論文 / Departmental Bulletin Paper_02(1) | |||||
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| 公開日 | 2016-11-18 | |||||
| タイトル | ||||||
| タイトル | The Laboratory may be more Effective than the Lecture | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 雑誌書誌ID | ||||||
| 収録物識別子タイプ | NCID | |||||
| 収録物識別子 | AN10383570 | |||||
| 論文名よみ | ||||||
| タイトル | The Laboratory may be more Effective than the Lecture | |||||
| 著者 |
Notestine, Ronald D.
× Notestine, Ronald D. |
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| 著者所属(日) | ||||||
| 中京大学経営学部 | ||||||
| 著者所属(英) | ||||||
| en | ||||||
| Faculty of Management Chukyo University | ||||||
| 抄録(英) | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | All theory, dear friend, is gray, but the golden tree of actual life springs ever green.…Johann Wolfgang von Goethe During the four years that students are undergraduate at universities in Japan, the number of hours that they spend on any one topic is extremely limited. It is important that we take the best advantage possible in preparing these students for life in the workplace after graduation. We cannot predict the nature of this workplace in detail, both because students will go on to a great variety of jobs, and the natures of those jobs are changing. However, we can be sure that more and more of those workplaces will revolve around personal desktop computers. We can be sure that the presence and power of software that puts mathematical or statistical analytical power into the hands of both experts and novices will continue to increase. It is therefore reasonable to suppose that the ability to make intelligent and creative use of these resources will also be increasingly important. The lecture-based mathematics education that most of our students experienced before coming to university is not sufficient to prepare them to do this. It is necessary that they have active, constructive experience applying their knowledge. Without this, they will neither understand what they have studied, nor be able to use it in any useful sense. Many departments have primarily students who have opted out of mathematics early in high school. There seems to be a widespread perception among many faculty of such departments, that these students are "bad at mathematics" and any attempt to teach mathematics is doomed to failure. If we restrict ourselves to lecture based, "theorem and proof" courses, this might be correct. But, the explosion in both computers and software that does mathematics on the computer will only continue. It not only changes the nature of how we teach, it changes the nature of how we "do" mathematics, and how we use it for other fields. There is no reason to expect that the same people who are successful in the traditional style of "doing" mathematics will be the same ones who succeed using the computer. In addition, there will soon be a new generation "Brought up from early childhood on a diet involving MTV, Nintendo, graphical calculators packed with algorithms, Macintosh-style computers, and, in the not-too-distant-future, hypermedia educational tools as well." [40] Among these people, we may find many who, though unsuited to the lecture style, thrive in symbiosis with the computer."…it could well be that the present dropout rate…is a simple consequence of the mismatch between the skill currently required to succeed at school mathematics (still largely algorithmic) and those skills required to succeed at college mathematics (analytic thought, problem-solving,…)" [40] Our primary concern should be with what the student takes away with him or her after graduation. Indeed, it has been said that "Your education is what is left after you throw away your notes and forget everything you ever knew." The laboratory, and work in groups, is a model of education that will far better insure the student still has something years after graduation, when those notes are gone. In the the words of Alfred North Whitehead, written nearly 100 years ago, "The solution I am urging is to eradicate the fatal disconnection of topics which kills the vitality of our modem curriculum. There is only one subject matter, and that is Life in all its manifestations. Instead of this single unity, we offer children Algebra, from which nothing follows…" | |||||
| 書誌情報 |
中京経営研究 en : Chukyo keiei kenkyu 巻 5, 号 1, p. 21-42, 発行日 1995-10-01 |
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| 表示順 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | 4 | |||||
| アクセション番号 | ||||||
| 内容記述タイプ | Other | |||||
| 内容記述 | KJ00004864019 | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09199209 | |||||
