Out with the lecture!

Wieman believes that alternatives to the traditional lecture can transform this learning experience. He discussed the use of technology – including “clickers” and interactive simulations – to more effectively engage classes with hundreds of students. He says that additions and changes to traditional lecturing styles that involve the student have shown promising results.

The finding that concerns Wieman most has to do with the beliefs that students hold about science and why they study it. Students often see problem solving as “pattern matching to memorized recipes” rather than “systematic concept-based strategies that are widely applicable.”

But Wieman says professors don’t need technology to begin to address this problem. He says that being explicit about a course’s objectives and application can make a big difference. Professors need to tell their students why the subject is worth learning, how it connects to the real world, and how it is connected to other concepts the students understands.

Wieman’s initiative at UBC is now looking at how to implement discipline-based education research. He says that science teaching is already beginning to change as the university community learns that becoming an expert is not only about the factual knowledge of a subject.

He pointed to the humanities as a model. “The humanities wouldn’t think of a lecturer coming into class and simply reading Shakespeare to students,” he said. “The students read the content and then come to class and discuss.”

“We’re still learning that in physics.”