Teaching the Joys of Science

I stumbled upon this editorial piece written into the New York Times by one of the Associate Professors at my program. Thougth I would share this good read:

Science education may benefit from creative and engaging teaching, but a more profound problem stands in the way. Parents, teachers and educational administrators at all levels push a pervasive culture of building self-esteem, in which students are praised for thinking well of themselves instead of doing well.

As a result, many students are uncomfortable if they are told that their answer is wrong, whether it's a spelling, recitation of historical facts or complex science problem.

Studying science requires working through many problem-solving tasks with right and wrong answers. So until students stop being afraid of getting wrong answers, they will drop out of science disproportionately.

To overcome this problem, we must revamp teaching practices from elementary school through the university level, and support those who provide clear feedback on right and wrong answers, give timed tests that promote quick thinking about complex issues and grade students who master academic skills better than students who master the art of feeling good about themselves.