| From: | adambell |
| Date: | 22 Aug 2000 at 14:32:00 |
| Subject: | Re: OT GCSE Results |
>TV is a passive medium, it never broadens the mind, only narrows it.
you'll
>find the most broadminded people are ones who get out into the real world
>themselves, experience things themselves and read books :-)
But what if one minute your watching the football and when it ends you get
Wildlife on one. If the tv remote is broken, couch potatoes will find
themselves learning about the mating rituals of the lesser spotted East
African Warthog. I'm sure they would learn something from that ;-)
>computers *can* broaden the mind..but only through the user having to
choose
>the experience that they want from the media
If found at Uni that the best way to get research for projects was not to
use the Library, but get information from the net instead. The books in
the library on computing subjects tended to talk about systems from years
back, which are still valid but don't talk about what is available today.
The trouble with the net is determining when a piece of information is
correct or not.
>> Okay can you provide us with some examples.
>
>ask MEB, SEG, NEG etc for papers ;-)
Would they keep them from 1989 if they are getting easier? ;-)
>> Probably true, but that is probably down to the teachers as well as the
>> exam boards. In my geography classes, we were always taught *a lot*
more
>> than we needed for the exam. In other subjects we just stuck to the
>> syllabus defined by the examining board.
>its always best to be taught more. you say your geography lessons were
>stuffy... perhaps because no feedback was around, teacher thought you were
>soaking it all up and so went into more than just glacial u-valleys,
>meanders, new-towns and long-shore drift ;-)
Wow! You just brought a flood of geography lesson memories back to me. ;-)
I think that many teachers in schools are niave enought to think that if
you are attending the lesson, you must be interested. This is what going
to Uni is about. Learning about your interest.
>> The biggest problem with maths papers is that you are often taught the
>> biggest load of b*ll**ks ever. You get taught things that are of no
>> relevance to anything it seems. What is the point. I still have not
used
>> much of the maths I learned at GCSE.
>
>hardly anyone needs to know trigonometry, theories, complex maths. but
these
>enhance the individual persons skills of logic, puzzle solving and
deduction.
>I cant stand to go in a shop where someone behind the till cannot add up
82p
>+ 43p without using a till!
Yes but when was the last time you saw a window cleaner use pythagorams
(sp?) to work out the length of his ladder. :-)
>> Exams are tricky things though. I hate them and love coursework.
Other
>> people prefer exams to couresework. I can produce A grade quality
>> coursework for many subjects, but will not be able to match it in the
>> exam. The fact is this same talking point of exams comes up every year
>
>what is needed is a sliding scale...one where either the students can
decide
>which part to weight themselves (perhaps near the end of their coursework,
>so they have chance to move if the projet goes badly) or one which takes
>both results and weighs them compared to previous
tests/coursework/assesment.
Surely that would make for another reason to argue that exams are getting
easier?
>whats Amiga got to do with this? well, an ARexx script could do this
work ;-)
>
Personally I think it is about time that computing exams were done on a
computer. Exams would be legible and set the machines up right and there
would definately be no cheating.... No floppy drives and access to only a
small part of the network for saving. If the exam is open book, material
is handed in a few days before and is copied to your network area.
Ad.
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