Education Next – Daniel T. Willingham
“Is my experience representative? Are most teachers unaware of the latest findings from basic science—in particular, psychology—about how children think and learn? Research is limited, but a 2006 study by Arthur Levine indicated that teachers were, for the most part, confident about their knowledge: 81 percent said they understood “moderately well” or “very well” how students learn. But just 54 percent of school principals rated the understanding of their teachers that high. And a more recent study of 598 American educators by Kelly Macdonald and colleagues showed that both assessments may be too optimistic. A majority of the respondents held misconceptions about learning—erroneously believing, for example, that children have learning styles dominated by one of the senses, that short bouts of motor-coordination exercises can improve the integration of the brain’s left and right hemispheres, and that children are less attentive after consuming sugary drinks or snacks.” (more)