Abstract
Traditional pedagogy has held sway for 2000 years. The studies of educational psychologists, cognitive scientists, and classroom experimentation have shown that the pedagogy of long standing is not the most effective for producing learning. Traditional topics have often been modified at the expense of correctness in order to incorporate them in the introductory course.There is overwhelming evidence that students learn best by interactive, collaborative methods of instruction. Resistance to these new findings is based on custom and tradition, the difficulty for instructors to adapt to a new pedagogy, and the inability to acknowledge research on how students learn.
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