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The Nature Conservancy

The Nature Conservancy NATURE 1295 No. 4991 June 26, 1965 reports on the findings and implications of laboratory Unresponsive they may be, but because a student is unresponsive to this kind of teaching, it does not follow experiments could well be required as tutorial exercises. But these reports should not simply be given the per­ that he does not need it. His unresponsiveness may indeed be a sign of his need. And as to ignorance, no functory treatment they often get from students and staff at present. They should be carefully analysed for content student should come to a discussion period unprepared. He should be set some work on the subject to be discussed, and presentation, and should be used as starting-points for discussions of hypotheses or phenomena, for evalua­ and he should therefore be equipped to discuss it. The danger of relying too much on lectures is that the lecturer tion of general principles, or for discussions of uses for materials or processes. represents authority, so that lectures may tend to per­ petuate the immaturity from which the student should be Specialist subject departments should provide the essay and discussion work for three of the tutorial/seminar breaking away" • In effect, http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Nature Springer Journals

The Nature Conservancy

Nature , Volume 206 (4991) – Jun 26, 1965

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Publisher
Springer Journals
Copyright
Copyright © 1965 by Nature Publishing Group
Subject
Science, Humanities and Social Sciences, multidisciplinary; Science, Humanities and Social Sciences, multidisciplinary; Science, multidisciplinary
ISSN
0028-0836
eISSN
1476-4687
DOI
10.1038/2061295c0
Publisher site
See Article on Publisher Site

Abstract

NATURE 1295 No. 4991 June 26, 1965 reports on the findings and implications of laboratory Unresponsive they may be, but because a student is unresponsive to this kind of teaching, it does not follow experiments could well be required as tutorial exercises. But these reports should not simply be given the per­ that he does not need it. His unresponsiveness may indeed be a sign of his need. And as to ignorance, no functory treatment they often get from students and staff at present. They should be carefully analysed for content student should come to a discussion period unprepared. He should be set some work on the subject to be discussed, and presentation, and should be used as starting-points for discussions of hypotheses or phenomena, for evalua­ and he should therefore be equipped to discuss it. The danger of relying too much on lectures is that the lecturer tion of general principles, or for discussions of uses for materials or processes. represents authority, so that lectures may tend to per­ petuate the immaturity from which the student should be Specialist subject departments should provide the essay and discussion work for three of the tutorial/seminar breaking away" • In effect,

Journal

NatureSpringer Journals

Published: Jun 26, 1965

There are no references for this article.