CONNECT article 05.97
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The Big Hurdle
By Glen W. Spielbauer, Chaparral
Electronic Sales, Dallas, Texas
Students attempting to complete a two-year technical degree program face "the Big Hurdle": the highly mathematical, abstract method that many instructors and textbooks use to present material. The hurdle is especially acute in two courses notorious for "weeding out" students who could do well if only the material was presented in a more applied, concrete fashion ­ Physics and Calculus. Other advanced courses, such as the second year electronics can also be a "bear" to wrestle with. Symbolic manipulation is the problem.
This material must not be watered down or oversimplified. However, by careful use of applied examples, diagrams, or even instructional media, such as videotapes, or CD-ROMs with detailed diagrams and animation of physical events, students can develop a clear and rigorous understanding of advanced physics, calculus, and other subjects.
These two courses are especially important to all technical students, regardless of specialty. Physics and calculus give the technician the tools to see the "Big Picture." This is especially important when the technician is working with a complex system involving different subsystems ­electronic, mechanical, thermal, and magnetic. Not only must the student have a good grasp of the mathematical theory, but also how to apply it to actual applications.
Unfortunately, many physics and calculus courses are taught from a purely abstract point of view. Derivations and proofs are given more importance than relations to the physical world. A few derivations are good for reinforcement of underlying principles, but balance is needed. Four-year "big-name" universities are notorious for using these courses simply to "flunk out" students to establish a national reputation as a "hard" top-quality school.
Community colleges and technical institutes are more concerned with quality instruction of an important segment of our workforce than with a "reputation." However, physics, calculus, and some of the advanced technical courses can still present the big hurdle. Students can end up confused and frustrated as they struggle with concepts that seem impossible to master. Even after the course is finished, many students feel they have not truly mastered the concepts enough to do any real benefit. Several months later, many of the concepts are forgotten.
Students do need a certain natural ability or aptitude to succeed at the more advanced courses. However, instructors also make a big difference in how well the complex material is comprehended by the students. Some students are faced with a poorly written textbook that is too abstract. Other students have a well-written text, but an instructor who either has difficulty presenting the concepts or who is purposely being hard. Some suffer from both a poor text and instructor. They are in a hopeless situation.
What is the Solution?
Textbooks for all classes must be carefully chosen. This is especially
important for physics and calculus, which many students find to be the hardest.
The text must be clearly-written, with numerous applied examples. Some of
the newer textbooks have important concepts highlighted in a different color,
or boxed separately with accompanying illustrations. Examples must stress
applications to the real, physical world. Multimedia items should be used
to reinforce difficult, abstract concepts. Videotapes, CD-ROM, or three-dimensional
models will greatly aid student understanding and retention of difficult
concepts such as the calculus of three dimensional rotation, or thermal
systems involving both heat radiation and convection. If the students cannot
visualize it, they cannot fully grasp the concepts. Multimedia instructional
items are available from Center for Occupational Research and Development
(CORD); International Society of Instrumentation and Control; and private
companies specializing in advanced technical instructional materials.
Most important, instructors must know in advance which concepts are especially
difficult. The lectures should automatically lead into prepared examples,
or multimedia to properly navigate through the most difficult areas. Thus,
instructors don't have to wait to answer the same questions over and over,
year after year. An instructor with five years experience should already
know the topics that are to be a problem for the current class. The instructor
should already have examples, models, other materials in advance. Also,
you should look for opportunities to "fine-tune" or improve on
your approaches and materials. The ideal situation is to have both a great
textbook and a great instructor, supplemented with audiovisual items. Multimedia
items should not replace either the instructor or textbook, but supplement
them.
Will a student learn better with very clear texts and examples, or is some struggle necessary for true mastery of a subject? An old proverb says that "true learning leaves a bloody trail in the brain." Perhaps some struggling is required, but how much? If a concept is made too easy, it may soon be forgotten. Perhaps too much effort is wasted by the students being forced to push through a large mountain of difficult concepts that were artificially made impossible to begin with.
Technical instructors and administrators must give more thought and effort to teaching methods and materials for complex technical subjects. By completely restructuring the instructional delivery system, we can eliminate "the Big Hurdle."
This article appeared in the ATEA Journal, Volume 24, Number 2 and was reprinted with permission. Some edits were made for space considerations.