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.
Iowa Science Teachers Journal
© Copyright 2006 by the Iowa Academy of Science
"Knowing versus Understanding: Teaching That Goes beyond Trivialities,"
Iowa Science Teachers Journal: Vol. 33
, Article 3.
Available at: https://scholarworks.uni.edu/istj/vol33/iss2/3