“Yes, but the context is different.” It is a response I hear regularly and one I sometimes use myself when discussing research from another country. A study from England? Different context. A study from the United States? Different context. I sometimes hesitate to discuss research from China or Japan for the same reason. But before… Read More How Important Is Context in Educational Research?
No new research in this post, but rather another retraction involving AI. We already had that large meta-analysis that did not meet quality standards, but this time the story is different. The article in question appeared in Teaching and Teacher Education, one of the most prestigious journals in educational science. The title alone reveals that… Read More Another AI article retracted from a top journal. But this time, the story is different.
No, this isn’t (again) about the Stanford Prison Experiment or Milgram (although there have been successful replications there)… Today I want to briefly focus on cognitive dissonance. This is one of those psychological concepts that almost everyone has heard of at some point. Even those who have never taken a psychology course usually know the basic idea. It boils… Read More What if one of the most famous psychology experiments is wrong?
Sometimes I receive comments that I am too critical of AI. But let me make one thing clear: I try to look at both the advantages and the disadvantages. And that is not limited to AI. That is also true for this new study in Nature by Qianyue Hao and colleagues. They investigate, on a… Read More AI makes scientists more successful, but does it also narrow science?
A bibliometric analysis of a scientific education journal might sound about as exciting as a dishwasher manual. But this study by Sumeyra Dogan Coskun on forty years of Teaching and Teacher Education is actually far more interesting than it seems at first glance. Not because the research tells us yet again what “works” in education,… Read More Did research on teaching shift from instruction to the teacher?
Not another blog post about AI and education… No, I’m not trying to guess your thoughts, but it is what I sometimes think myself. Sometimes I feel like everything has already been said and written. Whether it be by AI or not (I wanted to insert an em dash here just for fun). But there… Read More What ChatGPT does to critical and creative thinking
I, too, have received emails about articles or papers that I supposedly wrote, but which simply do not exist. It is a phenomenon that researchers increasingly encounter, as AI systems produce convincing-sounding but fabricated references. Through Inside Higher Ed, I discovered that these are now called Frankencitations. These citations appear to be compiled from existing authors,… Read More Word of the day: Frankencitations
I found this infographic via LinkedIn. Rather than attacking constructivism itself, it seems more interesting to me to examine what this image actually tells us about it. The first problem lies in the word constructivism itself. In the image, it is presented as a single learning theory. But constructivism is originally a theory about… Read More An infographic about constructivism that occasionally misses the mark.
The article in The Athletic about Carl Hendrick and motivation is interesting precisely because it pushes against a very familiar idea: that motivation comes first and achievement follows naturally afterwards. Hendrick argues almost the opposite. Small experiences of success, he says, are often what create motivation in the first place. There is something valuable in… Read More What Carl Hendrick and The New York Times May Get Wrong About Motivation
This week, I gave a talk on well-being, motivation, and resilience. But as I drove home afterwards, I realised that there can be something uncomfortable about how we speak about student well-being today, with the focus on “resilience,” “grit,” or “coping,” As if the most important question becomes how students learn to deal better with… Read More Why student well-being isn’t just about resilience