1. Challenges of traditional instruction
“To state a theorem and then to show examples of it is literally to teach backwards.”
– E. Kim Nebeuts
Scientific discovery is inductive
- In the history of science and technology, theory often comes after the observation. Oftentimes, mis-concepts form earlier than the correct concepts.
- Example: before Nobel Laureate Dan Shechtman, many others (including another famous Nobel Laureate before Shechtman) did not think quasicrystalline materials existed
2. Fight misconceptions
![two heads](https://www.engineering.iastate.edu/alit/files/2020/05/twoheads.gif)
Traditional instruction
![electrical plugs being connected](https://www.engineering.iastate.edu/alit/files/2020/05/twoplugs.gif)
New inductive teaching
How learning works:
- Students come to the classroom with preconceptions about how the world works.
- If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught.
- Or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.
Reference: National Research Council. 2000. How People Learn, The National Academies Press.
The Good, Bad & Ugly
- Good: facts can strengthen the correct concepts, adding to previous conception
- Bad: Wrong conceptions are surprisingly common
- Ugly: Misconceptions can easily outlive your lecture if students not engaged
3. How to execute inductive teaching
- How to uncover misconceptions?
- How to repair if teaching by telling does not work
- Technical and attitude issues
Activities:
- Do not reveal the answer, post the questions first
- Give students time to work on the problem before giving out the answer
- Let them work in groups and check with each other
- For abstract concepts, think of a simple demo or explanation that students can relate to
- Choose counter-intuitive questions
4. What could go wrong
- Dismiss the idea – this will not work, it is a waste of time
- Too much preparation time
- Not enough time left to cover the content
5. Effectiveness of inductive teaching
Reference: Laws, P., Sokoloff, D., & Thornton, R. (1999). “Promoting Active Learning Using the Results of Physics Education Research.” UniServe Science News.