Knowing versus Understanding: Teaching That Goes beyond Trivialities

Authors

John Stiles, Heartland Area Education Agency 11Follow

Document Type

Article

Abstract

In this century of science and technology, it is essential that students learn to critically assess science issues in historical perspectives. The traditional method of teaching students to memorize information bits cannot accomplish the goal of creating a science- and technology-literate public. However, if teachers transform their learning environment into one that encourages and supports student conceptual understanding, not only will graduates be able to make informed decisions regarding science, but numerous studies show that student achievement also increases, often dramatically. This article promotes National Science Education Content Standard A and Iowa Teaching Standards 1, 3, 4, 5, and 8.

Publication Date

Spring 2006

Journal Title

Iowa Science Teachers Journal

Volume

33

Issue

2

First Page

3

Last Page

7

Copyright

© Copyright 2006 by the Iowa Academy of Science

Language

en

File Format

application/pdf

Recommended Citation

Stiles, John (2006) "Knowing versus Understanding: Teaching That Goes beyond Trivialities," Iowa Science Teachers Journal: Vol. 33: No. 2, Article 3.
Available at: https://scholarworks.uni.edu/istj/vol33/iss2/3