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I'm interested in perspectives on the science of learning that highlight areas of critique, caution or nuance. Perspectives that ask us to take a closer look. Here's what I've found so far. I'd be interested in further recommendations!
Please RT.
1/9
Please RT.
1/9
https://educationendowmentfoundation.org.uk/news/does-research-on-retrieval-practice-translate-into-classroom-practice/
@ProfCoe
'Though there is lots of evidence to support the use of retrieval practice, there is still a question mark about how effectively it can be incorporated by teachers into lessons'
2/9
@ProfCoe
'Though there is lots of evidence to support the use of retrieval practice, there is still a question mark about how effectively it can be incorporated by teachers into lessons'
2/9
https://www.bera.ac.uk/blog/total-recall-the-ite-content-framework-research-and-teachers-understandings-of-learning
@BERANews
'Learning, according to the framework, is an entirely individual and in-the-head phenomenon. The social contexts of learning... are almost entirely absent.'
3/9
@BERANews
'Learning, according to the framework, is an entirely individual and in-the-head phenomenon. The social contexts of learning... are almost entirely absent.'
3/9
https://schoolsweek.co.uk/how-much-do-teachers-really-need-to-know-about-the-science-of-learning/
@nickdennis
'People “have really latched onto” ideas from cognitive science. This is partly because “it doesn’t cost very much money to try to implement [them], you can do it pretty quickly.'
4/9
@nickdennis
'People “have really latched onto” ideas from cognitive science. This is partly because “it doesn’t cost very much money to try to implement [them], you can do it pretty quickly.'
4/9
https://schoolsweek.co.uk/cognitive-science-needs-fair-scepticism/
@CatScutt
'Cognitive science does not provide a recipe for what teachers should do, but rather should inform their repertoire of approaches. And of course, it forms only one part of teachers’ extensive knowledge and expertise.'
5/9
@CatScutt
'Cognitive science does not provide a recipe for what teachers should do, but rather should inform their repertoire of approaches. And of course, it forms only one part of teachers’ extensive knowledge and expertise.'
5/9
http://www.thatboycanteach.co.uk/2019/12/beware-reverse-engineered-curriculum-or.html
@thatboycanteach
'We've realised that retrieval practice does make a difference and we've begun to design a curriculum which focuses on what can be learned by that method.'
6/9
@thatboycanteach
'We've realised that retrieval practice does make a difference and we've begun to design a curriculum which focuses on what can be learned by that method.'
6/9
https://plato.stanford.edu/entries/cognitive-science/#CriCogSci
'Human thought is inherently social in ways that cognitive science ignores.'
7/9
'Human thought is inherently social in ways that cognitive science ignores.'
7/9
https://www.sciencedirect.com/science/article/pii/S1877042812000596
'Deducted educational principles of cognitive science do not always make successful transitions from the laboratory to applied settings'
8/9
'Deducted educational principles of cognitive science do not always make successful transitions from the laboratory to applied settings'
8/9
http://www.nickdennis.com/blog/2020/03/01/the-educational-research-issue-in-english-education/
@nickdennis
'The problem with this approach is that education and teaching is not just one thing at a time. It can be many different things and even contradictory things.'
9/9
@nickdennis
'The problem with this approach is that education and teaching is not just one thing at a time. It can be many different things and even contradictory things.'
9/9
