Teaching Methodology Based on Science 00-5163

A teaching methodology based on science 00-5163
This article describes a method for teaching science-based information, especially the importance of reducing uncertainty, empathy, communication, “packing” and tonal / gestures to emphasize the way that maximizes learning students and investment.
Teachers have control over politicians and public opinion in recent times, partly because American students do not score as much as their European and Asian counterparts in tests of mathematics and science (SPARK, 2007).  To a certain extent, the point is controversial.  In fact, American students are “behind” since 1970 (Rothstein, 1993).  This may be due to several reasons.  The first is that no other nation has so many students from abroad through the public education system at all times.  Ironically NOK, as the U.S. is a magnet for immigrants who seek opportunity and achievement, not to cause a melting pot of temporary withdrawal, the stagnation, the need for cultural assimilation / language, and has developed a great goal.
Another reason for the low score is that, as Welk (2000) and Ng, Pomerantz et al (2000) suggests, American society is so traditional that many in Europe and Asia.  We preach individualism and change, which promotes deviations, revolt, and by adopting a bohemian lifestyle.  To the extent that education is primarily an institution, the same attitude that makes this country so unique and many business students are against their public educational system.
Despite these extenuating circumstances, most people cling to a single paradigm that results in poor student performance is caused by poor teaching and that good teaching is the only way for poor student performance.  The current (high quality) standards is well intentioned and can make a difference on the road.  But do not worry about what makes a good teacher, not only in a particular class of urban and rural areas, but in any context.  In other words, there is no universal definition.
There are two problems in trying to define what a good teacher.  First, a wide range of content and presentation styles of teaching effective (Frænkel, 1992) (Coffield, Moseby et al 2004) Some teachers use a practical approach, which provides immediate information and establishing a high standard.  Some people use a crude, neutral style.  Some people get more out of his class with a soft focus and support, while others use humor and storytelling to reinforce the material presented in class, sometimes sad.  Much of this depends on the student.  Therefore, to define “good teacher”, you must first know what makes a good student.  After all, while education involves some degree of authority is ultimately a communicative interaction, which consists of transmitters and receivers.
They related to discipline a major problem for the kernel.  Although the authority is important for any adult children, ethnic minorities, often fly under the radar of disciplinary action.  Neglect, boredom, withdrawal, daydreaming in class will not lead to an intervention, and are not considered disciplinary matters as such.  But, do not contribute to economic development.
The second problem concerns what I call the “dilemma of Piaget.”  This indicates that the student is a set of cognitive systems that can assimilate new material or (inverse) account.  In short, the material presented in class partially recognizable to students.  Otherwise, the input tends to be rejected.  Each student must be a framework for the class but the teacher’s ability to limit to present the material in each case and each student in accordance with all formulas.  A teacher who deviates too far from the part of students do, or to teach their students.  Well, can allow students to catch up for the material in class and at the same time lead to the construction of primary school.  In practice, teachers have a tug of war and the expectations of bits grade Patriotic Front
In search of an anchor
In light of the discussion above, a partial solution found in computer science.  This comes from two sources, brain function and information theory.  It turns out that the common factor is known as the uncertainty (about 2005).
According to information theory, uncertainty, so that the information must be obtained.  In this context, learning is described in detail extraction, and the teaching process.  It is an original proposal Maxim scientific, philosophical principle of Sir Francis Bacon.
More evidence tends to reduce the brain’s level of excitement and curiosity for the answers in general.  Since excitation is important for learning and memory of facts, do everything that some messages do not have much effect.  (Berlyn 1960) On the other hand, when the brain detects a degree of confusion is the presentation of several options, or presentation of questions about their levels of stress tend to strengthen.  JAG result is usually referred to occurred feelings and shows that the brain is involved in a high degree of direct response to a certain degree of confusion.