Science Education in the 21st Century: Using the Tools of Science to Teach Science
Science has advanced rapidly in the past 500 years. Guided primarily by tradition and dogma, science education meanwhile has remained largely medieval.
Research on how people learn is now revealing how many teachers badly misinterpret what students are thinking and learning from traditional science classes and exams. However, research is also providing insights on how to do much better.
The combination of this research with modern information technology is setting the stage for a new approach that can provide the relevant and effective science education for all students needed for the 21st century.
Dr. Carl Wieman will discuss the failures of traditional educational practices, even as used by “very good” teachers, and the successes of some new practices and technology that characterize this more effective approach, and how these results are highly consistent with findings from cognitive science.
Date: Wednesday, Jan. 16, 2008
Time: 4 p.m.
Location: UBC Okanagan Student Services Centre Lecture Theatre (SSC026)
About Carl Wieman
Carl Wieman received his B.S. from the Massachusetts Institute of Technology in 1973 and his Ph.D. from Stanford University in 1977. He was at the University of Colorado from 1984 to 2006 as a Distinguished Professor of Physics and Presidential Teaching Scholar. In January 2007, he joined the University of British Columbia as the Director of the Carl Wieman Science Education Initiative (CWSEI); he retains a 20% appointment at the University of Colorado, Boulder to head the science education initiative he founded. These collaborative initiatives are aimed at achieving departmental-wide sustainable change in undergraduate science education.
He has carried out research in a variety of areas of atomic physics and laser spectroscopy. His research has been recognized with numerous awards including the Nobel Prize in Physics in 2001. He has worked on a variety of research and innovations in teaching physics to a broad range of students, including the Physics Education Technology Project, (PhET) that creates educational online interactive simulations and studies their effectiveness. He also does research on student beliefs about physics and on problem-solving skills. He is a recipient of the National Science Foundation’s Distinguished Teaching Scholar Award in 2001, the Carnegie Foundation’s U.S. University Professor of the Year Award in 2004, and the American Association of Physics Teachers’ Oersted Medal in 2007. He is a member of the National Academy of Sciences and chairs the Academy Board on Science Education.
Last reviewed 8/5/2014 4:07:13 PM