Recognizing the need for rich contextualization in the classroom and applying it with modified Bloom's cognitive domain taxonomy for successful teaching of Physics 106 (Physics Ⅱ - electricity, magnetism and light)

摘要

Engaging students to teach them new concepts and to have the students to achieve individualized learning through the successful integration of the new concepts with their already existing knowledge has been and remains the primary goal of college education. Presently, extensive research has been conducted in diverse areas focused on developing better methodologies and techniques to help in student learning, especially in the sciences and engineering. A few of the techniques have shown moderate success, but further investigation need to be conducted, particularly when considering the teaching of courses having abstract concepts. Therefore, in this study drawing on information gathered over the past 2 plus decades, my findings have led me to develop two separate teaching structures that are significantly helping my current students have greater success in mastering the material of my Physics 106 (Physics Ⅱ, Electricity, Magnetism and Light) classes. These two new structures, called Contextualized Teaching and Rich Contextualized Teaching (RCT), with each structure relying on various aspects of a modified Bloom's cognitive domain taxonomy and on my description of and when to use each structure, along with my introduction of "students learning convergences," are described and illustrated here. Finally, I make the suggestion that these two teaching techniques can be used for new-concept mastery and concept integration in the minds of students in any academic course where engaging students to teach new concepts represents the primary focus.