SCIENCE AND COMMUNICATION: HOW TO TRANSFER KNOWLEDGE?

A couple of months ago I came back to the University after vacations: well rested, full of ideas and having strong desire to tell the students everything I knew about my “beloved” organic chemistry. The counterpart was even better (in all the cases they were younger: “cela se passe de commentaries”): a large majority of the students are smart, attractive, and well put together. Just seemed to be the best time and place for effective teaching-learning (as we like to say in articles) process. As usual, I had a joy during the first lecture (feeling happy of touching once more I liked so much and engaging in my own understanding of the subject) and after the first seminar where students followed generally the logics and the way of professor thinking. However, a few days later during the classes followed by the romantic period of our acquaintance I faced the problem: the students barely understood some very easy things.