Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-04T16:57:09.509Z Has data issue: false hasContentIssue false

Microscopy Education, not Just Training - Three sides of the coin

Published online by Cambridge University Press:  02 July 2020

Barbara Foster*
Affiliation:
Microscopy/Microscopy Education, , Springfield, MA, 01118, USA E: [email protected] W: MME-Microscopy.com/education
Get access

Abstract

Two of the greatest challenges facing any educator are deciding what information will be included in a syllabus and how to present it for maximum learning. Distilling the experience derived from a quarter of a century teaching microscopy exposes one driving concept: the importance of education, not just training.

The difference between these two approaches is fundamental. Education involves laying a foundation on good science, building a vocabulary for better communication and future growth, and engendering a questioning attitude about the probe-matter interactions which, in turn, leads to valid interpretation of the information in an image. Training is a matter of learning what knob to turn, which button to push: an approach which overlooks the sample itself; how the light, electron, or scanning force is interacting with that sample; and what can be learned as a result.

Type
Teaching Microscopy in the New Millennium (Organized by S. Barlow)
Copyright
Copyright © Microscopy Society of America 2001

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)