process. He noted that students’ facility with technology and access to information have required instructors to shift away from teaching facts (Prensky, 2001). However, in his experience, students pose barriers to reform because they often resist new pedagogies and are unfamiliar with how to learn. For this reason, in addition to educating instructors about better instruction, Wood stressed a need to educate students about how to learn.

Susan Singer commented on the fact that several people view further research on effective practices and further research on implementing change as mutually exclusive. She observed that, similar to scientific research, the process of change is iterative and requires both types of research. She also cited a need to develop a broader theoretical framework to guide STEM education research within and across disciplines, expressing the hope that this workshop series is the beginning of a conversation along those lines, rather than the end.

The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement