I have a question harkening back to our discussion on lectures.
People seemed generally to agree that college students can participate
silently in a lecture, and thus can potentially learn as effectively
in that context as in a discussion context. What about children?
Do children have a greater need for activities other than silent
listening than do adults if they are to learn effectively? If so,
can we base this in a Piagetian framework of "concrete operational"
thought versus "formal operational" thought? If not, how do we
understand this? If people think no, children don't have a greater
need than adults for other types of activities, then do we need
to revise our stance towards "socially isolated" learning?
Robin