Nice find but don't you think this would be more suitable in the Education Thread in the Somali off topic section?
Japanese report on Somali science education (1961-3
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Visualisation aids learning.
It is even more important when it comes to abstract representations of the real world and concepts that do not exist in the real world.
The Japanese not only use their native language but they also write using ideograms.
It is even more important when it comes to abstract representations of the real world and concepts that do not exist in the real world.
The Japanese not only use their native language but they also write using ideograms.
Yap...africans are still stuck with 1900s blackboards...though to be honest, some people dont just like new technology..take example me, I must be one few guys here who prefer to write my lectures and other work in my books rather than using computers.
I only use computers for essays and dissertations.
So in case of education system...we first need text books and libraries, city libraries, labs and stuff then we can think about visualization.
I only use computers for essays and dissertations.
So in case of education system...we first need text books and libraries, city libraries, labs and stuff then we can think about visualization.
No sure you understand what I mean. The author said that students were unable to understand and think scientifically because they memorised facts rather than understood concepts.
More textbooks won't change that because you can keep reading text without understanding what the text actually means deeply.
More textbooks won't change that because you can keep reading text without understanding what the text actually means deeply.
If you wanna change that aspect then you have to change "exams". Exams are a memory test and that means students gotta go in and write what they know which means write what you remember, so the solution is to have another form of assessments of students.
I hear the Finns' have a good assessment policies and excellent curricular.
Visualization wont change the memorizing way of study.
I hear the Finns' have a good assessment policies and excellent curricular.
Visualization wont change the memorizing way of study.
Nothing will change, African countries are just shifting to English but not eradicating the problem at his source.No sure you understand what I mean. The author said that students were unable to understand and think scientifically because they memorised facts rather than understood concepts.
More textbooks won't change that because you can keep reading text without understanding what the text actually means deeply.
So, just like 20, 30, 50 or 100 years ago, the most important thing African kids of today and tomorrow learn in primary schools is the language of the invader.
And it's not that Japanese understood it, and our leaders didn't get it. Our leaders know that this is a colonial system, but or they are just lazy as fck, or they just don't care about Africa.
@Rain Drops
A few things need to change.
Exams in one of them.
VIsualisation does change how you understand something.
It's just not used as often as it should be in certain parts of the world.
A few things need to change.
Exams in one of them.
VIsualisation does change how you understand something.
It's just not used as often as it should be in certain parts of the world.
I dont think majority of African countries can afford these visualizations stuff in their public schools, the best course to take is to change the curriculum and emphasize more on vocational education.
Visualization can come later.
Visualization can come later.
When I speak of visualisation, I am not talking about electronic stuff.
what are you talking about?
The author didn't use visualisation but was able to improve results. The problem he mentioned was the other teachers were encouraging the students to just memorise without understanding because the teachers themselves didn't really understand the topic. But you're right, for some people visualisation helps.No sure you understand what I mean. The author said that students were unable to understand and think scientifically because they memorised facts rather than understood concepts.
More textbooks won't change that because you can keep reading text without understanding what the text actually means deeply.
He did mention visualisation.The author didn't use visualisation but was able to improve results. The problem he mentioned was the other teachers were encouraging the students to just memorise without understanding because the teachers themselves didn't really understand the topic. But you're right, for some people visualisation helps.
He recommended using units that students can understand, for example.
If a statement reads, "a car is travelling at 50 miles per hour", it is great for understanding to be able to visualise a car and its movement.
Now that's a simple example of visualisation as opposed to memorisation.
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