Ask the Cognitive Scientist: Should Teachers Know the Basic Science of How Children Learn?

Autor/in	Willingham, Daniel T.
Titel	Ask the Cognitive Scientist: Should Teachers Know the Basic Science of How Children Learn?
Quelle	In: American Educator, 43 (2019) 2, S.30-36 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0148-432X
Schlagwörter	Stellungnahme; Cognitive Science; Learning Processes; Children; Educational Practices; Misconceptions; Learning Theories; Generalization; Epistemology; Evidence Based Practice + Suchen Sie Ihr Suchwort? Kognitionswissenschaft; Learning process; Lernprozess; Child; Kind; Kinder; Bildungspraxis; Missverständnis; Learning theory; Lerntheorie; Erkenntnistheorie
Abstract	There's no doubt that research bearing directly on classroom practice is crucial. In this article Daniel Willingham maintains that it's useful for educators also to know the basic science around children's cognition, emotion, and motivation, because beliefs about what children are like inevitably influence teaching practice. The purpose of learning the science would be to broaden and deepen that knowledge, and to disabuse teachers of any misconceptions they might have. Still, not everything of concern to scientists is valuable to educators. The author makes the point that some statements concerning children's learning are perfectly sound scientifically but should not influence educational decisions. That includes some statements that seem like they ought to have a direct bearing on classrooms. In this article, Willingham describes three types of statements scientists make, only one of which he thinks ought to influence teaching practice, but he points out that even that type of statement, can be misapplied. (ERIC).
Anmerkungen	American Federation of Teachers, AFL-CIO. 555 New Jersey Avenue NW, Washington, DC 20001. Tel: 202-879-4420; e-mail: ae@aft.org; Web site: http://www.aft.org/newspubs/periodicals/ae
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01