Answer:
“I think it’s about putting yourself in the students’ shoes and seeing how a first-time student, maybe someone who hasn’t even taken chemistry before, is looking at it.”
—Valerie Taraborelli, undergraduate chemistry student, University of Arizona1
“In some ways, I think the people who are the most successful as teachers are the ones who are able to remember what it was like being uncertain and not knowing. When you become an expert, things are easy. So the idea is to try and see where [students] are coming from and why they’ve developed this misconception and what you can do to specifically address it.”
—Dee Silverthorn, biology professor, University of Texas2
These two quotations underscore a point made by research—that effective science and engineering instruction involves much more than conveying to students what you, as an expert, already know and what you think they should know. Rather, effective teaching in these disciplines involves ascertaining what students know, what they don’t know, and what they think they know but do not really understand accurately or fully. Using that information, you can help students establish a solid framework of understanding that can better support new knowledge.
Explanation:
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