On 27 February 2008 Susan Shapiro wrote [snip]: >Forgive my slightly "off post" comment. >My students are telling me that they don't TRUST research. >They have seen so much contradictory research described >(They don't read the originals) and their analytical skills are weak. >What conclusions are they to draw?
Susan, In response to this and in support of your observation, I have had my students in Child Development do some very simple in class exercises and/or out of class assignments. For example, we sponsored a "Take Your Child to Work Day" on campus and I invited up to 30 children between the ages of 6 and 12 to attend my class. My students then met with those children in small groups and discussed their viewpoints of peer friendships. My students were then required to synthesize this experience into a written assignment. I can't tell you how many students wrote and/or said after the exercise, "Gee they said exactly what the book said they would say!" Now you might think that was to be expected, but the reaction was so over the top from the students that I had to ask, Do you think we just make things up and put it in the textbooks? Obviously though the student might read and remember what they have read, at some level they just don't really believe it....or as you have suggested, trust it. Robin Musselman [EMAIL PROTECTED] Associate Professor Lehigh Carbon Community College Confidentiality Notice: This e-mail is intended only for the personal and confidential use of the individual to whom it is addressed and may contain information that is privileged, confidential and protected by law. If you are not the intended recipient, you are hereby notified that any use or disclosure of this information is strictly prohibited. If you have received this message in error, please notify the sender immediately by reply e-mail and delete the original message. Your compliance is appreciated. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
