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Let me begin by saying that the answer is nowhere near as simple as you or I would like it to be. There are several reasons for this, but the main reason is that there are myriad ways that students can struggle through the material. I became interested in this subject when I was a graduate teaching assistant in the Industrial Engineering program at Iowa ...


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There is a clear association between musical ability and mathematical ability, perhaps best recognised in savantism in people with developmental disabilities. There are limited domains in which savantism appears to occur, including mathematical calculations, reproducing music instantly, recalling specific facts, and perfect-perspective drawing. There are a ...


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Robert Bjork calls this desirable difficulties. That is, students seems to learn best when they are required to encode and retrieve information. Some examples of desirable difficulties include: testing, spacing/interleaving, generating information, changing studying environments, etc. In the long run, these seem to promote long term learning.


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I have an anecdotal answer with regard to learning Physics. I sat in on a colloquium where a Physics professor discussed his experience with a course that was taught completely through experimentation. Students had to derive their learning of Physics completely through semi-guided experiments, and no lecture. In the beginning of the course, the professor ...



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