Maybe you would be interested in reading this very recent paper (Dunlosky 2013), on the very same topic:

https://www.wku.edu/senate/documents/improving_student_learning_dunlosky_2013.pdf

And, to add from my personal experience (on science teaching), I really believe in the advantages of PBL, as well as cooperative learning - as defined by Johnson & Johnson in several reviews (not simply collaborative, but with real task division among students) - and integrated practical courses (which always work to increase students interest, at least in my classes....)

Thank you, Gutemberg! I will study the article you just suggested. And I will try to see how PBL can be effectively applied to theoretical courses (like undergrad Dynamics course) as well. :)

Gamification is a good strategy. I just attended an informal sharing workshop where I learnt that games can be adapted for learning. For example, students learning Educational Psychology can play a game of Taboo with Ed Psy terms like Positive Reinforcement, Collaborative Learning, Skinner's Theory, etc. where points are given for correct guesses and deducted for wrong guess. Teams can compete with each. Through the game, participants learn how to describe the concepts or theory. They are engaged. Learning took place in a collaborative learning environment where team members add on and help each other whilst trying to get to the answer and yet avoiding the taboo words. Learning is also constructed.

The above answers are all correct, particularly the one about assessments because in the end the students will try to do what they believe you want them to. If they believe you value regurgitation of facts then that is what they will give you. If they believe that you really value understanding then that is what they will give you. Unfortunately t is also not just what you do that has an effect. Students will carry the beliefs that they have developed from other years and other classes into yours and you need to keep working to convince them that what you say you value, you really do. As well, if the assessment for formal reporting is in conflict with what you are asking them to do that will be a problem too. All that being said, you should keep trying. My most successful strategies are:

1. To structure my criteria as 'things that they show they understand' eg To use the idea that the atom has subatomic particles that effect the way it behaves, or Show that forces change the motion and energy of objects. Students then tick these off as they demonstrate them.

2. To use 'tasks' in an inquiry situation similar to PBL. eg to build and explain a mouse trap vehicle to meet specifications like travel as far as possible using just one mouse trap, or To write an e-book explaining how cars are an issue for climate change and what we may be able to do about it in the future.

To reiterate however, what is important is that students believe that what you value and what they will be given credit for is their understanding.

Have you seen Eric Mazur's work? He's a Physicist at Harvard who strongly believes in the idea of peer-led instruction. Here is a link to some of his writing on the topic: http://mazur.harvard.edu/publications.php?function=search&topic=8

Thank you, gentlemen! Your answers are very interesting and thought-provoking!

I do one simple thing i.e., I ask them wh questions. I have them infer information. I discovered in my classes that students are good at retaining information, but they have difficulties analyzing information. For instance, at what time can the speaker arrive to his date in the listening exercise? The listener never gave an exact answer but they can infer the time of his arrival by analyzing the speaker's words. By the way, I only give them one to two minutes to answer five questions.

Following on from my own and Jose's answers, i am reminded of another important point. Jose was correct when he says that students have difficulty analysing information. In fact in my country, what I think is happening is tat students fear analysing information. They are threatened by it because it implies that someone will judge them (negatively) for incorrect analysis. They are very willing to copy and regurgitate as much as is needed but analysis is scary. Again, whatever you can do to alleviate the feelings of threat will help. The less threat they feel, the more they will engage in higher order thinking. The freedom to be wrong without fear of judgement is the most powerful thing we can give students, as educators. As a professor at a university in Queensland Australia said (and i paraphrase) 'Create conditions where engagement is mandatory without threat'. And as I alluded to in my previous response, educators have to work extremely hard to remove judgement and threat from schooling because it is built into the very fabric of our education systems by the very nature of assessment and reporting.

Thank you, Mark! It is very right point about fear of analysis...I will reconsider this aspect it in my work.

In the school, the teacher takes on a role. To get your students show a positive attitude towards learning, their attitude need not be limited to the transmission of knowledge, but must emphasize how. It counts with different strategies to implement in the classroom, making their classes more attractive and arouse the interest of students by the curriculum, so that the end be satisfied to have learned something new. In this process we must consider that the most important interventions that can make teachers should focus on five things: create a personal project, awakening interest in the subject of work, fostering a sense of competition, show support teaching and feel the support of the peers. Similarly, we will have to keep a few considerations:

1 - Relate the objectives of the explanations to the goals and projects of the students.

2 - Bring to class about the real world, that treats labor and academic interest to students.

3 - Start the class with questions, issues or data that arouse interest in the subject.

4 - Encourage the participation of students to think about the topics you already know and show your opinion about the content.

5 - To help recognize and overcome anxiety and frustration, recognize their skills and adapt the tasks to them.

6 - Customize the deal with the student, devote exclusive time to talk to him about academics and extracurricular.

7 - Propose to encourage group work to help each other and learn to appreciate the joint efforts of a team.

In my teaching profession memorization is the poorest learning strategy. To discourage memorization and shift to critical thinking, I give hypothetical case analysis requiring students to do critical thinking. I develop type of test that will not require memorization. Good teaching is more of giving the right questions than giving the right answers. I use concept mapping in teaching that will drive the students to view what and how to learn guided/directed by learning objectives and learning outcomes. Conceptual approach stimulates critical thinking. I love mentoring teacher/faculty to touch lives and contribute in the transformation of learning towards productivity, quality, and excellence.

Best wishes to you Pavel Polunin. That's great you have the heart and spirit in teaching. ResearchGate is highly recommended networkig. It is globalized multidisciplinary networking for lifelong learning across the culture. Thank you for appreciating responses.

How does an ultra conversative religious background affect our ability to think critically instead memorizing facts? I wonder that this affects our students a lot especilly by observation conducted by Shirley Brice-Heath in North Carolina.

Dear Pavel

Regardless of the area , discipline or region they teach or study , any student needs motivation to be successful academically . In addition to personal and professional factors , students may also have the role that the teacher plays in their school routines to find greater determination and maintain discipline

Students should have some freedom and control of your routine so do not feel compelled or prisoners .

Education should not just be stuck to the walls of the institutions . Educational tours or even change rooms can help students feel more focused .

Students will be interested in particular content in that are stimulated by it .

A balanced and positive competition in the classroom should not be a constant , but his casual employment is also an alternative to student motivation .

Offer students something that will be of interest will help them to be more diligent and find motivation to focus on studies with diligence .
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Teamwork brings greater movement, and dynamic interaction among students .

If you do not show motivation, their students will not do the same in relation to their classes .

Each student is an individual full of quirks and characteristics . Do not expect the same results for everyone.

Know at least an interest in each student, is also an excellent way to find relationships with what is discussed in class and draw attention to what might encourage them in a more personalized way .

Motivation must be constant

Through problems based teaching. The problems to be resolved by the student should represent true problematic situations, which may occur in their life or in their professional performance. The teacher must motivate each activity. Students must be active members of their own learning

Following.

By providing them with various activities, and motivating them continuously.

Many students are not good learners. So, it is a challenge for teachers to keep them motivated and help them to learn. I inspire them, encourage them, appreciate them, make learning easy and joyful for them and help them to be organized.

Simple Ways to Encourage Learning

Through this steps:

Pl. see this link:

https://busyteacher.org/16314-8-simple-ways-to-encourage-your-students.html

The teacher can motivate and encourage students in the class to learn/understand the material versus simple memorization of facts through deductive questions and lead students to come up with ideas rather than presenting them ready

To motivate the students to read and understand the materials, I think that the teachers should ask questions that involve higher order thinking skills during the recitation and examination. The learning plan should incorporate activities that entail application of learnings to real world situation.

I think I can motivate and encourage students in the class to learn/understand the material versus simple memorization of facts by focusing on developing higher order thinking skills.