Paying particular attention to classroom dynamics can profit all the students in the course and result in a higher level of intellectual performance. For example, the “chilly climate” reported in science or engineering courses can be ameliorated without weakening the quality of instruction. Courses similar to those Tobias studied can and are being reconfigured to meet a range of learning preferences, proving that the sciences are not isolated or impersonal disciplines, since outside of the classroom many projects are accomplished in teams. Further, placing knowledge in a social context helps to show students how their learning connects to the world around them and how such ideas are actually practiced in the outside world.


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