28 Dec Scholars challenge colleges to reform STEM learning
America’s colleges and universities need to transform not only how but what they teach in introductory science courses, a group of scholars from Michigan State University argues in Science magazine.
Melanie M. Cooper and colleagues say college students are expected to learn too many facts that do not connect across their coursework or prepare them to apply scientific knowledge in their lives. They believe a different set of strategies taking hold in K-12 schools can be used to improve learning in science, technology, engineering and mathematics, or STEM, during the first two years of college.
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