You need to be careful about drawing assumptions that are not in the data. Mark Guzdial summarizes Richard Hake, who cites (slightly) improved test scores, but declining evaluations, in physics classes. "Students don't necessarily 'like' teaching that makes them think," he writes. But the Arons Advocated Method can be argued to be the opposite of that. Hake cites Arons, with emphasis, that "It must be emphasized, however, that repetition is an absolutely essential feature of such instruction." That's not learning, it's indoctrination. And, in my view, students are quite right not to like it. That doesn't mean they should never do it, nor to reject everything in Arons (there's a lot to like there). But walking into a university physics class and having this imposed on you is something else altogether.
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