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Nobel Prize winner talks about importance of science education in schools
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by Yana Paskova
Thursday, November 6, 2003
UW faculty, staff and researchers from 67 universities attended a presentation Wednesday night by Dr. Carl Weiman, professor of physics at University of Colorado-Boulder and 2002 Nobel Prize winner.
The key theme, as introduced by University of Wisconsin provost Peter Spear, was the integration of scientific research and teaching in a way to allow students to witness specific ways of learning and research methods to be applied inside a classroom.
Dr. Weiman opened his lecture by contrasting the previous role of science, one of filtering out scholars, to its post-1950s role of enlightened self-interest, economic expansion and even the survival of the world.
“Technology and science have become so powerful that they have the capability to change the condition of the world for years to come,” Weiman said. “And it is the public that makes decisions for the use of this technology.”
He said creating a new form of scientific education would fill the need for an enlightened public, primarily by transforming “novice” methods to “expert” problem-solving approaches.
Weiman pointed out science course instructors need to improve their awareness of what students are and are not learning, since most physics courses seem to move students away from expert attitudes and instead towards novice methods of problem solving.
He even went as far as characterizing the current state of science instruction as “dismal.”
“Most scientific education in the world is [still] in the medieval days of the lecturer lecturing down to the student.” Weiman said.
However, Weiman also compared science today to Galileo’s time, as radical research ideas of a measurement-based science and new approaches to old ideas are leading to an explosion of progress.
Weiman’s vision of tomorrow’s education involves cheap and practical computer technology to teach students to think like scientists.
The Individual Electronic Feedback System, or IR clicker, presents student answers to questions as a general bell-curve assessment of the class’s overall grasp of class material.
Weiman also found online interactive simulations reduced concept-comprehension time for students ranging from high school and college all the way down to fourth grade.
In addition, he said placing students into assigned seats and groups decreased passive listening and contributed to students’ active class participation. He also said encouraging his African-American students to discuss data with those in agreement facilitated their class involvement.
He said emphasizing such scientific tools and methods would produce convincing data that would help faculty and students to think scientifically, otherwise an unnatural human ability.
“The scientific method didn’t come in a day, but I think we’re in a very exciting time for the future,” Weiman said.
Despite an echoing applause that signaled audience satisfaction, some found certain faults within Weiman’s speech.
Dr. Harriet Black Nembhard, UW associate professor of industrial engineering, said she wanted to challenge the data behind Weiman’s comments regarding African-American students’ placement in his physics class. Weiman said the athletic department must have sent most of them to his class, and most rarely participated in class discussions.
“If the facts behind this statement aren’t true, then it stems from racial schemas,” said Nembhard. “If they are [true, the statement] isn’t pejorative; however, it should have been phrased in a way that does not promote stereotypes.”
Weiman replied the African-American students actually were all athletes; therefore, the issue may rest with collegiate athletes’, rather than minorities’, class contribution.
