>I bring this up because in order to be able to reconstruct something >you have forgotten, you much understand it at a level seldom attained >by listening to a lecture.
>A lecture in a darkened room is deadly.\ >Eileen Schoaff >Buffalo State College >
Agreed. One of my favorite examples of this regards the Rubik's cube. When I taught junior high, my students were impressed that I was able to solve the Rubik's Cube. So, I offered any student extra credit who could solve the Rubik's Cube (and not by removing the stickers. I would actually scramble the cube and watch them solve it :) ). I also told them that I would give them advice on solving it. Several students took me up on my advice offer. But the advice I offered wasn't "perform this particular sequence of turns." Rather, I suggested that they look for and explore sequences of turns on their own that only affect certain sections of the cube. What I found is that, by giving only two or three sentences of advice, persistent students were able to *construct* solutions on their own. And, always, their solutions and sequences of turns were much different than mine. Thus, they understood how to solve the cube without my having to give them my particular, detailed solution.