- Jun 2017
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nap.nationalacademies.org nap.nationalacademies.org
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hinder
Important to note that previous knowledge can include misconceptions!
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create a solution that applies not simply to a single problem, but to a whole class of related problems.
This is the roll of "modeling" in the Next Gen Science Standards, where students are using/creating a model to explain different problems. These "models" are the "big ideas" of a topic.
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Providing students with time to learn also includes providing enough time for them to process information.
This something I tried to focus on this past year. Just 10 seconds of empty silence can feel like an eternity - but I did see increased student participation.
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Several of the students outscored several of the historians on the factual test. The study then compared how the historians and students made sense of historical documents; the result revealed dramatic differences on virtually any criterion
Just because you memorize a lot of facts about a topic does not make you an expert. Students need to be able to demonstrate their understanding by using what they know to solve problems.
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Students’ theories of what it means to be intelligent can affect their performance. Research shows that students who think that intelligence is a fixed entity are more likely to be performance oriented than learning oriented—they want to look good rather than risk making mistakes while learning. These students are especially likely to bail out when tasks become difficult. In contrast, students who think that intelligence is malleable are more willing to struggle with challenging tasks; they are more comfortable with risk
By the time students reach high school, most already have an opinion about intelligence as well as where they fall on the intelligence "scale". It can definitely be a challenge to change students viewpoints about intelligence at this point.
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Moreover, in-depth study in a domain often requires that ideas be carried beyond a single school year before students can make the transition from informal to formal ideas. This will require active coordination of the curriculum across school years.
This is what the Next Gen Science Standards do. All grades have the same core ideas that are carried through K-12, building up in complexity.
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feedback
The feedback has to be meaningful and timely - something that I sometimes struggle with as a teacher.
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Further investigation of one college student who participated in the study revealed that she knew the relevant physical properties and formulas, yet, in the context of the game, she fell back on her untrained conception of how the physical world works
Demonstrating mastery of an idea or concept should include some sort of application component - can students take what they've learned and apply it to a different situation?
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Since understanding is viewed as important, people must learn to recognize when they understand and when they need more information
Teaching students how to self-asses can be a challenge.
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At the same time, students often have limited opportunities to understand or make sense of topics because many curricula have emphasized memory rather than under- Page 9 Share Cite Suggested Citation: "1 Learning: From Speculation to Science." National Research Council. 2000. How People Learn: Brain, Mind, Experience, and School: Expanded Edition. Washington, DC: The National Academies Press. doi: 10.17226/9853. × Save Cancel standing.
New standards in science and world language are moving away from content memorization. Creating the assessment that actually assesses understanding can be a challenge.
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the goal of education is better conceived as helping students develop the intellectual tools and learning strategies needed to acquire the knowledge that allows people to think productively about history, science and technology, social phenomena, mathematics, and the arts.
Students have the tools, but don't necessarily know how to properly use them. New state science standards promote this idea of focusing more on developing skills than memorizing content. This is a shift that will be beneficial across multiple disciplines.
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researchers are discovering ways to learn from the “wisdom of practice” that comes from successful teachers who can share their expertise.
I'm glad to see that this is happening. It's important to observe and receive input from actual educators who are still in the classroom.
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Neuroscience is beginning to provide evidence for many principles of learning that have emerged from laboratory research, and it is showing how learning changes the physical structure of the brain and, with it, the functional organization of the brain.
I remember learning about this in undergrad, but haven't looked into it since. I would be interested in seeing the reports on the research.
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