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Education 2.0 & 3.0
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Scoop.it!
In the classroom, subjects are often presented as settled and complete. Teachers lecture students on the causes of World War I, say, or the nature of matter, as if no further questioning is needed because all the answers have been found.
Show how the process of discovery is often messy and non-linear.
Rather than present breakthroughs as the logical result of a long trek toward understanding, teachers can share with students how discoveries are often made: through trial and error, missteps, happy accidents and chance. Firestein describes scientific discovery as “groping and probing and poking, and some bumbling and bungling, and then a switch is discovered, often by accident, and the light is lit.” All the poking around in the unknown, he adds, is what makes science exhilarating.
Learn more / En savoir plus / Mehr erfahren:
http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=curiosity
http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Serendipity
Via Gust MEES 
OneydaAyala's curator insight,
November 16, 2016 9:28 PM
In this article the author addresses the need for educators to promote uncertainty in the classroom. Using the book "Nonsense: The Power of Not Knowing" the author develops his claims. He writes with the purpose of telling the reader that the understanding of a given subject is never complete rather they have holes and when these uncertainties are addressed it allows for curiosity to take place. With the placement of curiosity students will be equipped to face the realities of the real world. Applying uncertainty when learning allows for the exploration of new ideas and acts such as novel interpretations can come into play. The author then proceeds to explains ways teachers can incorporate this idea into the classroom. One way this can be done is by discussions that to allow students to understand that failure is a part of innovation and that confusion is often prevalent. Another way to reach students is by assigning that may be confusing. These include: assigning students to find mistakes, present an argument for alien views, and provide assignments that the student will fail. According to the author and the expert who wrote the book, incorporating such things will allow for the preparation of students into the real world.
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Scoop.it!
Last week I was following the conference hashtag #AHEConference2019 for the international Assessment in Higher Education conference and wishing I was there in person. However thanks to the many colleagues tweeting I was able to pick up some interesting points being shared. Two tweets in particular shared photos of slides for two of Professor Sally Brown’s presentations in which she had created acrostics to explore principles for feedback in one and learning outcomes in another. Via Elizabeth E Charles
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