Being taught something has little correlation with learning it, and even less with remembering it years later.
Perhaps just because it suits my learning style, I find learning is actually easier if I attempt to work something out or guess it, and then am corrected when wrong, because then I have a memory to anchor it on. If I skip that part and just try to learn some facts, very little is retained. One consequence of this is that I prefer science / logic based subjects to things like history or geography (as in places, etc, not the science parts) where it's just a bunch of arbitrary facts that you can't just guess or work out for yourself.
Oh interesting, is it actually covered as part of the standard compulsory public school curriculum? Genuinely surprised, because here in Canada (Ontario) it's covered as an elective in 11th grade physics, which roughly 15/120 people in my graduating class opted to take.
Each state maintains its own public school curriculum, so generalizing about US education in the first place is a fool’s errand. But certainly in many states, students will take a generic science course covering the basics of Newtonian mechanics, the periodic table, and Mendelian genetics in middle school (roughly ages 12-14) before more specialized courses become available in high school, such as Physics or Biology where these subjects would be covered in greater depth and breadth.
Perhaps they were taught about it, but did they learn it?
Have they retained that knowledge beyond the test at the end of the semester?
Anecdotal observations would imply that they have indeed been taught it, and indeed have failed to retain the concept.
I have no rigorous data regarding either; but the generally poor outcomes which appear as result of a lack of retention of scientific, math, socio-economic, and anthropological instruction do seem self evident both from within and outside of the US, in headlines and actions, writ large and for all to see.
Is the problem the use of teaching methods which focus on short-term memorization rather than conceptual comprehension? Is it the lack of support for instructors? Is it a lack of focus in the student body? Is it some or all of the above in varying degree? Or something else entirely?
Sick burn bro.
I can assure you that just about every American that has made it through middle school has been taught about kinetic energy. Let alone high school.
Being taught something has little correlation with learning it, and even less with remembering it years later.
Perhaps just because it suits my learning style, I find learning is actually easier if I attempt to work something out or guess it, and then am corrected when wrong, because then I have a memory to anchor it on. If I skip that part and just try to learn some facts, very little is retained. One consequence of this is that I prefer science / logic based subjects to things like history or geography (as in places, etc, not the science parts) where it's just a bunch of arbitrary facts that you can't just guess or work out for yourself.
Oh interesting, is it actually covered as part of the standard compulsory public school curriculum? Genuinely surprised, because here in Canada (Ontario) it's covered as an elective in 11th grade physics, which roughly 15/120 people in my graduating class opted to take.
Each state maintains its own public school curriculum, so generalizing about US education in the first place is a fool’s errand. But certainly in many states, students will take a generic science course covering the basics of Newtonian mechanics, the periodic table, and Mendelian genetics in middle school (roughly ages 12-14) before more specialized courses become available in high school, such as Physics or Biology where these subjects would be covered in greater depth and breadth.
Perhaps they were taught about it, but did they learn it?
Have they retained that knowledge beyond the test at the end of the semester?
Anecdotal observations would imply that they have indeed been taught it, and indeed have failed to retain the concept.
I have no rigorous data regarding either; but the generally poor outcomes which appear as result of a lack of retention of scientific, math, socio-economic, and anthropological instruction do seem self evident both from within and outside of the US, in headlines and actions, writ large and for all to see.
Is the problem the use of teaching methods which focus on short-term memorization rather than conceptual comprehension? Is it the lack of support for instructors? Is it a lack of focus in the student body? Is it some or all of the above in varying degree? Or something else entirely?