What can cognitive psychology and neuroscience tell us about learning?

Answers to this question can be found in the work of Daniel T Willingham

According to Wikipedia Daniel T Willingham:

[did] research [in the 1990s and 2000s] focused on the brain mechanisms supporting learning, the question of whether different forms of memory are independent of one another and how these hypothetical systems might interact.

Willingham is known as a proponent of the use of scientific knowledge in classroom teaching and in education policy. He has sharply criticized learning styles theories as unsupported and has cautioned against the empty application of neuroscience in education.”

Are you convinced by his arguments?

This is our first reading – if you only read one thing, make it this.

Willingham, D. T. (2008) Critical Thinking: Why Is It So Hard to Teach? Arts Education Policy Review. [Online] 109 (4), 21–32. [online]. Available from: http://www.tandfonline.com/doi/abs/10.3200/AEPR.109.4.21-32 (Accessed 24 June 2019).

Difficulty accessing the above link? Alternatively, see the same article via:

Willingham, D. T. (2013) Critical Thinking: Why Is It So Hard to Teach? [online]. Available from: https://www.readingrockets.org/article/critical-thinking-why-it-so-hard-teach (Accessed 27 June 2019).

Then dip into these in this order or any other and see how you go, most are quite an easy read….

Willingham, D. (2002) Ask the Cognitive Scientist – Inflexible Knowledge: The First Step to Expertise [online]. Available from: http://www.aft.org/newspubs/periodicals/ae/winter2002/willingham.cfm (Accessed 30 August 2010).

Willingham, D. (2009) Why don’t students like school? Because the mind is not designed for thinking. American Educator. Spring 20092–13. [online]. Available from: https://www.aft.org/sites/default/files/periodicals/WILLINGHAM%282%29.pdf (Accessed 24 June 2019).

Dunlosky, J. et al. (2013) Improving Students’ Learning with Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest. [Online] 14 (1), 4–58. [online]. Available from: https://doi.org/10.1177/1529100612453266 (Accessed 24 June 2019).

Willingham, D. T. & Dobolyi, D. G. (2015) The Scientific Status of Learning Styles Theories. Teaching of Psychology. [Online] 42 (3), 266–271. [online]. Available from: https://doi.org/10.1177/0098628315589505 (Accessed 24 June 2019).

Willingham, D. T. & Lloyd, J. W. (2007) How Educational Theories Can Use Neuroscientific Data. Mind, Brain, and Education. [Online] 1 (3), 140–149. [online]. Available from: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1751-228X.2007.00014.x (Accessed 24 June 2019).

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