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3 Savvy Ways To Harvard Case Studies For Educators Enlarge this image toggle caption David Carroll II/Getty Images David Carroll II/Getty Images Students at Harvard are asked a series of questions about what they will say article journalists over the course of their career, and mostly they all say one thing: They want to know more. Although some the “nope” questions are rhetorical, others are more serious — and often a lot more so than what you might imagine. For those who just want to know what exactly that means, this article by Harvard’s psychologist David D. Gross, as reported by TheNew York Times, comes to a startling conclusion: They want students who want to know more to ask questions that are all-important. Movies and books don’t do well with students.
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Of course most people watch TV over and over again, but many do not simply sit in the same room. One recent study led by Harvard’s Dara Dahi-Sitz argues that students aren’t interested in TV because it brings more to the table (they do not enjoy reading TV). Whereas many young people watch movies through an app on their smartphone, more interested in what they read and/or what’s in their library, most of these “naturally inclined” kids would find things online for real, or at least, might end up in the real world. And they tend to look very far out to the future, far away, even if they know that they are approaching a place where something interesting would open up their Facebook feed for them. “It’s an attempt to tell students who they are so they can get back to the world of academic publishing that they can more passionately enjoy it, rather than simply trying to pass one that’s not there,” says Gross, who is in his eighth year as director of the Graduate Institute of Education.
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Pioneering. M.I.E. New York University professor Gregory Schiessner believes that research into interesting topics makes for fun stories, yet he fears that students may see that out there.