Learning "facts" versus learning that most questions have many answers: Student evaluations of contrasting curricula.

Abstract

In interviews, urban African American students (Grades 1-8) were asked to compare the memorization of noncontroversial information with the learning and discussion of information designed to help students develop personal stances on controversial matters. Younger students did not clearly see one curriculum as more fair. Older students, more so than younger students, saw collaborative inquiry about controversial topics as fair and as likely to foster motivation. They also more strongly agreed that school should foster motivation and understanding, and they valued memorizing less than did younger students. That is, older students' views resembled the view of critics who argue that schools place undue emphasis on "fixed facts and skills to be acquired" (J. I. Goodlad, 1984, p. 209). Possible roles of student voice in curricula matters are noted. This is a study of grade differences in students' evaluations of the fairness of two different curricula and of certain purposes such curricula might serve. John Dewey (1938) indicated the importance of asking students about these matters when he emphasized that students should be involved in the formation of the purposes that govern their schooling. The need to consider the fairness of curricular practices and educational purposes was suggested by John Rawls (1971). In A Theory of Justice, he argued that a fair society should secure the development and expression of individual capacities. Rawls held that this was more effectively secured with complex tasks than with simple ones. McNeil (1986), on the other hand, reported that high school students evaluated history teachers as fair when they reduced the complexity of the subject to lists of simple, Special Note. I would like to acknowledge the professional support and, most importantly, the friendship of John Nicholls. Although many will remember John's work, I will most cherish his friendship.-J.

Epistemological Development and Judgments and Reasoning About Teaching Methods

“…Value absolutists used more simple transmission justifications than nonabsolutists in support of direct instruction, reflecting their focus on learning outcomes rather than processes, and they were correspondingly less likely than nonabsolutists to criticize direct instruction for its neglect of active learning (construction). Our findings help to shed light on some of the age-related changes in children's thinking about teaching practices uncovered in prior research (e.g., Helwig et al, 2008;Nicholls et al, 1995). The findings reveal how children's deepening awareness of the legitimacy of multiple points of view, reflected in the transition to the multiplist epistemological level, informs their reasoning about teaching practices in the scientific and moral domains.…”

“…Each of these alternatives was explained to participants in age-appropriate language, and the general nature of the debate and disagreement among scientists described. This topic is similar to that used in other research on scientific controversies conducted with children (e.g., Nicholls et al, 1995), except that the topic used in that research (theories about why the dinosaurs died out, either by meteorite or by volcanic activity) was ruled out in our pilot testing because many children considered this matter now settled in favor of the meteorite. The scientific noncontroversial topic, also involving dinosaurs, concerned teaching about the best way to classify dinosaurs (i.e., "putting them into the right group based on stuff like the shape of their bones and teeth") and again was modeled after similar issues used in prior research incorporating noncontroversial topics (e.g., Mansfield & Clinchy, 2002;Nicholls et al, 1995).…”

“…Modifications to the wording were made accordingly until the interview was deemed understood by participants in all age groups. The topics selected for use in the present research corresponded, in their general features (i.e., scientific and moral controversies), to those used to examine this variable in prior research (e.g., Mansfield & Clinchy, 2002;Nicholls & Nelson, 1992;Nicholls et al, 1995). The scientific controversial topic involved competing theories about whether dinosaurs were cold or warm blooded.…”

“…In contrast, Nicholls et al (1995) compared students' (grades 1-8) perceptions of the fairness of two different teaching approaches: group discussions over controversial issues (e.g., conflicting theories about how the dinosaurs died out) versus simple memorization of noncontroversial facts (e.g., the names of dinosaurs). Younger children did not tend to distinguish between these teaching approaches and viewed both of them favorably; however, older children tended to prefer discussions of controversial issues and judged memorization as less fair, and they were more likely to state that the school should, in general, foster understanding rather than the simple memorization of facts.…”

“…Although epistemological levels and corresponding developmental transitions have not been directly related to children's conceptions of teaching, a few studies have looked at children's preferences for various methods of instruction in the areas Downloaded by [New York University] at 03:12 06 February 2015 536 The Journal of Genetic Psychology of science and moral values (e.g., Helwig, Ryerson, & Prencipe, 2008;Nicholls, Nelson, & Gleaves, 1995;Nicholls & Thorkildsen, 1989). These studies have contrasted more didactic teaching methods, such as direct instruction by teachers, with other teaching methods that rely on children's active, constructive activities, such as open-ended exploration or group discussions.…”