Great post on myths in education, feels good to know we’re not alone
Originally posted on Cedar's Digest:
Like many interested in how we apply basic cognitive science to education, I was interested in the recent finding that many teachers still endorse many myths and misconceptions about neuroscience and cognitive psychology. Here is the original paper, and an excellent op-ed by Chris Chabris and Dan Simons in the Wall Street Journal. One interesting element of the experiment was that teachers who knew the most were also the most misinformed (from Chabris and Simons):
Ironically, in the Dekker group’s study, the teachers who knew the most about neuroscience also believed in the most myths. Apparently, teachers who are (admirably) enthusiastic about expanding their knowledge of the mind and brain have trouble separating fact from fiction as they learn. Neuromyths have so much intuitive appeal, and they spread so rapidly in fields like business and self-help, that eradicating them from popular consciousness might be a Sisyphean task. But reducing their influence in the classroom would be a good start.
I have spent a fair amount of time trying to change one of these myths, the learning styles myth, and I have learned some lessons that I think apply to the rest of them. By way of reference, here are a couple of past posts and writings of mine on the topic: Dialogue with a teacher who defended learning styles. An article (accessible to non-scientists) with Dan Willingham in Change Magazine (picked up by Andrew Sullivan!).