Originally Posted by HowlerKarma
Originally Posted by master of none
Very bad.


YES, this. We've only seldom had this be an issue once into secondary, but when it is... WHOAHHHHH, is this a doozy. It's particularly bad in STEM.

DD has found ways to work around it using perspective-taking in the social sciences and humanities, and we chalk it up to "she's learning something, even if it's different from what the course intends," but in STEM, it's bad, bad, BAD news.

Haven't had it in math in recent years (not since algebra I), but in biology, it was brutal. I bit my tongue a LOT that year re: the teacher's simply wrong statements and grading practices based upon them.
Have to admit this drives me bonkers at work--when I walk into a biology or chemistry classroom and the teacher is providing incorrect information. And it's kind of frowned on for me to say anything, since I'm not certified as a content-area specialist. Even though I have degrees in both areas.

I think, though I am not quite sure, that I may have contributed to the departure of one of my children's teachers from the profession by pointing out errors in STEM areas.

I don't really blame the teachers, though, in most cases, because the demand for secondary STEM teachers so far outstrips the supply that they often force-fit other faculty into them (literally, the gym teacher, because, at one time, you could slide a teacher with an anatomy & physiology, or exercise physiology, or sports physiology degree into a biology certification).

...pronounced like the long vowel and first letter of the alphabet...