How does high school maths and science education move beyond memorisation and focus on real-world learning?

Rote learning requires students to commit formulas, equations, and standardised exam questions to memory, often without delving into a deeper understanding of the concepts. Yet, even as educational systems evolve to better equip students for the complexities of the modern world, a significant issue persists. The challenge lies in moving beyond this prevalent practice of memorisation, and instead, prioritising the cultivation of real-world problem-solving skills at the core of math and science education. This article closely examines the ongoing transformation, delving into the numerous benefits it brings to the fore. It delves into why providing students with the capacity to effectively address real-world challenges has become progressively more imperative. Join us in exploring how high school math and science education is actively embracing this shift, nurturing skills that extend well beyond the confines of conventional memorisation techniques.

Why do some educators encourage rote learning and memorisation?

If you’ve completed high school qualifications in the last 20 years you will have likely been presented, at the start of the school year, with the last several years exam papers and practised them over and over again. This mind-numbing exercise is incredibly boring and severely limits the breadth of knowledge and understanding of students, so why do some teachers encourage it? The main reason is external pressure. The overwhelmingly vast majority of teachers are capable and committed, however, the pressure placed on them for students to achieve is huge. This comes from parents, head teachers and government. Rote learning is a quick and efficient way to cover a large amount of content and if the exam questions don’t change much from year to year then memorisation of methods can be highly effective. Furthermore, the nature of maths and science exam questions lends itself to rote-learning. Hypothetical scenarios are presented by question writers than have only a superficial basis in the real world. If the questions don’t require practical problem solving, then why bother teaching it?

Below is an example of 2018 OCR Maths A level exam question:

The above question could be described as “real-world” at first glance. It involves a person, Paul, who is taking the train to work. However, what problem is actually being solved and why is it useful to anyone? Does Paul care about the most likely number of days their train is late over an arbitrary 50-day period? Do we? This is maths for the sake of it and is a prime example of why people often say “when would I ever need to use that?” If questions were framed in terms of achieving a practical, useful outcome, that required critical thinking and real problem solving, then teachers would be far more likely to devote more time to teaching these essential skills.

Higher Education and a lack of transferable skills

Further education, in particular sixth form colleges, only needs to prepare their students to successfully apply for the next qualification. The majority of sixth form leavers, particularly those studying maths A-level go on to attend university. Since universities in the UK only require a set number of UCAS points for entry, schools focus on achieving that. If a student has enough UCAS points, they are in. Regardless of their actual understanding and skill level. This means there is very little downside to encouraging rote-learning and memorisation in high school.

Once students arrive at university their lack of deep understanding and problem solving skills becomes quickly apparent, especially in practical fields like engineering. This is due to several reasons:

Lack of Deep Understanding: Rote learning often involves memorising information without fully understanding the underlying concepts. In practical subjects, a solid understanding of fundamental principles is crucial to solve complex problems and innovate. Without comprehension, students might struggle to apply their knowledge to real-world scenarios.

Inadequate Problem-Solving Skills: Practical subjects involve tackling complex and unique problems that may not have straightforward solutions. Rote learning doesn't encourage the development of critical thinking, analytical skills, and the ability to devise creative solutions to novel challenges.

Limited Adaptability: Practical subjects, such as engineering, are an evolving field, with new technologies and methodologies emerging regularly. Rote learning can lead to a fixed mindset, making it challenging for students to adapt to changes, learn new skills, or integrate new information into their knowledge base.

Interdisciplinary Nature of Subjects: Many subjects often require knowledge from various disciplines such as mathematics, physics, and material sciences. Rote learning might not enable students to make connections between these subjects, hindering their ability to approach problems holistically.

Real-World Application: University education is driven by practical application. Degree level qualifications must prepare students for their careers and working in companies and industries that do not have the time to train graduates from scratch. Rote learning doesn't provide the practical skills needed to design, build, and test real systems or products. Without hands-on experience, students might struggle to bridge the gap between theory and practice.

Group Work and Communication: University projects often involve teamwork and effective communication. Rote learning tends to focus on individual memorisation rather than collaborative skills, making it challenging for students to work effectively in teams or convey their ideas clearly. It is very common to hear students say they would rather tackle projects on their own rather than in groups. This is not how the real world works where employees are often required to work with colleagues, sometimes in different time zones and from different cultures, on complex projects.

Innovation and Creativity: Many subjects require innovation and creativity to develop new solutions and technologies. Rote learning stifles these qualities, as students are less likely to think beyond the predefined answers they've memorised.

Preparation for Future Challenges: A graduate potentially faces 40-50 years in the workforce. Over that time they will likely work in multiple roles in several organisations that span more than one field. With the rapid pace of new technology, it is impossible to know the challenges that face graduates in the future. These challenges are unlikely to have been covered in textbooks. Rote learning provides little preparation for this, whereas a strong foundation in problem-solving and understanding principles equips students for lifelong learning.

In essence, rote learning is insufficient for the demands of university education and practice. The dynamic and ever-changing nature of the real world necessitates a deep understanding of concepts, critical thinking abilities, and the capacity to apply knowledge to novel scenarios – qualities that are best developed through active learning, problem-solving exercises, and hands-on experiences.

Sohkahtoa teaches fundamental knowledge with an emphasis on real-world problem solving. Each topic within the curriculum has a dedicated real-world quiz that frames problems with a practical outcome. You will be able to see how maths topics are applied to real problems. This will develop practical problem solving and critical thinking skills meaning you will be better equipped to solve unique unseen problems. Not only will this provide you with practise for high school exams and coursework, but it will prepare you for the type of learning and problems you will encounter at university or further education.