Michael,
I completely agree with the sentiment. I stand by my first post in this thread as an explanation of the prevailing attitude of why people don't think for themselves.
I see this all the time in my math class. A perfect example is unit conversions. A student will call me over with an issue solving a problem. The problem reads: "Convert 500 meters into an equivalent measurement in kilometers."
A typical student reaction will be: "Well, I know there are 1000m in 1km, but does that mean I multiply the 500 and 1000, or divide?" My typical response to such a question is "You tell me." What I am implying here, and what I explain to them that I want them to do is to start brainstorming on how to figure out this question. I don't care whether or not you already know to multiply or divide on this problem, that's why you're in my class - to learn how to do many topics, one of which includes learning how to do unit conversions. However, in my class not knowing what to do is not an excuse to just throw your hands up in defeat.
I slowly prod them along to basically do something along the lines of "Try something, anything." I usually will have the students do both multiplication and division. Multiplying 500 * 1000 = 500,000 (implied km). Dividing gives 500/1000 = 0.5 (implied km).
I then ask them: "Which answer seems more reasonable?" More often than not this draws a blank stare from the student and an "I don't get it." I then tell them that they know one of these answers is very likely correct (one of them is), but they have to brainstorm and figure out which one makes more sense.
"How long is one kilometer?" I usually say. "Give me an example of something that is one kilometer away from you right now." They then guess some location on a different part of campus that is approx. 1km away.
"How long is 1 meter?" Same process, answer is usually "To the end of the table." (correct).
"So 500 meters, would be like 500 tables end to end right?" Student: "Right."
"So which answer (500,000km or 0.5km) seems to be the closest to 500 tables laid end to end?"
"Ooooooh, ok. 500,000km is way off."
"Exactly."
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Again, I'm not implying that the students are "dumb" by any means. They don't understand the topic, and again that is fine. That's why they take this class, to learn that topic among many others.
What baffles me is the fact that so few students have a) the self confidence, and b) the drive, to brainstorm a situation to figure out how to do the problem. Not knowing the answer right off the bat is absolutely fine! You're not going to immediately know the answer to every question ever asked you throughout your entire life. The main thing is taking the time to try to figure out how to approach a topic you don't know how to do.
I just don't understand the concept of "I'm stuck, so I give up." It makes more sense to say "I'm stuck, so let me try lots of different things until I hit on something that seems like I'm on the right track."
That's the part that gets me. I'm sure I'm preaching to the choir here, but I had to throw in my two cents as well.
Chris
lelouch dp. .. no homo lol.
