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Science: American College Freshmen Compared to Their Chinese Counterparts

All time we hear complains about math exercise of knowledge, but few comment on math experiences, or the meanings of symbolism in math. We even were told that U.S. struggling with a shortage of math and science teachers.

But what's happening with all students coming to college and universities. Are they proficient about science and have developed a great ability to reason scientifically?

This question tries to be answered by David Moltz in this article:

    American college freshmen know fewer facts about science than do their Chinese counterparts, according to a new study, but both groups have a comparably poor ability to reason scientifically.

    The original research, published in this week’s issue of Science, suggests that educators in both countries must not simply change what they teach in the classroom but how they teach it if they hope to improve their students’ ability to reason. Lei Bao, the study’s lead author and director of Ohio State University’s Physics Education Research Group, said this runs contrary to the commonly held belief that reasoning skills develop as students are “rigorously taught the facts.”

    The study compiled the test scores of almost 6,000 incoming freshmen majoring in science and engineering — prior to receiving college-level instruction — from four American and three Chinese institutions.

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