Article: NY Times: At M.I.T., Large Lectures Are Going the Way of the Blackboard
From The Carnegie Foundation for the Advancement of Teaching listserv:
CAMBRIDGE, Mass. For as long as anyone can remember, introductory physics at the Massachusetts Institute of Technology was taught in a vast windowless amphitheater known by its number, 26-100. Squeezed into the rows of hard, folding wooden seats, as many as 300 freshmen anxiously took notes while the professor covered multiple blackboards with mathematical formulas and explained the principles of Newtonian mechanics and electromagnetism. But now, with physicists across the country pushing for universities to do a better job of teaching science, M.I.T. has made a striking change.
The traditional 50-minute lecture was geared more toward physics majors, said Eric Mazur, a physicist at Harvard who is a pioneer of the new approach, and whose work has influenced the change at M.I.T. “The people who wanted to understand,” Professor Mazur said, “had the discipline, the urge, to sit down afterwards and say, ‘Let me figure this out.’ ” But for the majority, he said, a different approach is needed. “Just as you can’t become a marathon runner by watching marathons on TV,” Professor Mazur said, “likewise for science, you have to go through the thought processes of doing science and not just watch your instructor do it.”
Another proponent of the new approach is Carl Wieman, a Nobel Prize-winning physicist who directs a science education initiative at the University of British Columbia. In an article in the education journal Change last year, Dr. Wieman noted that the human brain “can hold a maximum of about seven different items in its short-term working memory and can process no more than about four ideas at once.” The article is in The New York Times.