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Lecture versus Problem-Posing Method in Higher-Level Education Courses

Lecture versus Problem-Posing Method in Higher-Level Education Courses

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Jacqueline Blodgett Julie Dykema Major Paper #1 Problem-Posing versus Lecture Method in Higher Education Settings In schools throughout the world, teachers and students experience and employ variations of two basic learning and teaching styles. These two styles consist of lecture method, where the teacher lectures while students listen and take notes, and then a more active approach where the teacher engages the students with questions that provoke thought and discussion. Through research and surveys, it was apparent that the latter method of questioning or “problem-posing” teaching was not only the preferred method of learning among students, but also the most effective. Critical skills such as communication, discussion, retaining information and forming connections all improve at a higher rate with this method and lead to success in students’ future careers and lives. Without this method of teaching, students would be left bored and therefore unable to be motivated to learn or retain information. In his essay “The “Banking” Concept of Education” Paulo Freire, a Brazilian educator and theorist on education, presents his views on these two teaching styles. ‘Banking’ or the basic equivalent of lecture method, is the term used for the classroom where the teacher tells or ‘deposits’ the information, while students receive this information. This impersonal terminology, as one can see, creates a feeling of detachment and dehumanizes the learning process, which is a argument against this 1 1
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method. On the other side of the spectrum is ‘problem-posing’, the method that involves asking questions, discussion and active participation from both teacher and student. Freire argues that “Liberating education consists of acts of cognition, not transferals of information” (Freire 404). By provoking and encouraging the student to explore questions and discover interesting ideas, the act of liberation and therefore, true learning occurs. One has to truly think in order to truly learn. Paulo Freire obviously sees the value and importance of properly educating the people of the world, and realizes that the best way to do this is through the problem-posing method. Furthermore, an education system relying only on memorization leaves the students clueless as to how that information is actually relevant and useful in their lives.
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