Peer Reviewed Journal via three different mandatory reviewing processes, since 2006, and, from September 2020, a fourth mandatory peer-editing has been added.
Engaging students to teach new concepts and to have
students achieve individualized learning with the
successful integration of those new concepts with their
existing knowledge has been and remains the primary
goal of college education. In this study drawing on
information gathered over the past 2 plus decades, my
findings have led me to develop two new separate
ascending teaching-structures that are significantly
helping me with content delivery, and simultaneously
helping my students achieve greater success in mastering
the material of my Physics 106 (Physics II, Electricity,
Magnetism and Light) classes. These two teachingstructures,
called Contextualization Teaching and Rich
Contextualization Teaching (RCT), with each structure
relying on various aspects of a modified Bloom’s
cognitive domain taxonomy and on my description of and
when to use each structure, along with my introduction of
“subject learning convergences,” are described and
illustrated here. Finally, of students with open-minds and
mentally connected to the subject being taught, I make
the suggestion that my two ascending teaching-structures
can be used for teaching such students new-concepts in
any academic course where engaging students to teach
new concepts represents the primary focus.
