Learning Myths And Realities From Brain Science

May 15, 2017 at 7:00 am 2 comments

Interesting results, but also, concerning.  People really believe that intelligence is “fixed at birth” and that teachers don’t need to know content?  The article has more of these:

On the topic of “growth mindset,” more than one-quarter of respondents believed intelligence is “fixed at birth”. Neuroscience says otherwise.

Nearly 60 percent argued that quizzes are not an effective way to gain new skills and knowledge. In fact, quizzing yourself on something you’ve just read is a great example of active learning, the best way to learn.

More than 40 percent of respondents believed that teachers don’t need to know a subject area such as math or science, as long as they have good instructional skills. In fact, research shows that deep subject matter expertise is a key element in helping teachers excel.

Source: Learning Myths And Realities From Brain Science : NPR Ed : NPR

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2 Comments Add your own

  • 1. kirkpams  |  May 16, 2017 at 1:10 pm

    I’m actually surprised that the “fixed at birth” view is only 25%. I would expect it to be higher based on my own [anecdotal and biased] experience.

    I grew up in what would once have been called a middle class suburb (people with stable professions like police, firefighter, secretary, electrician…no doctors, lawyers, engineers, entrepreneurs). Throughout my youth, I was repeatedly told that I would grow up to be successful because I was naturally smart and didn’t have to try in school. Others just weren’t smart and they weren’t “college people.”

    Considering that I kept hearing this into my 20s, I long believed that intelligence was a fixed trait and [arrogantly] thought that everyone “knew” that. I never realized how paralyzing this praise was.

  • 2. wvufanatua  |  May 22, 2017 at 2:48 am

    The “deep subject matter expertise” benefit has a link in the article to another paper: http://www.sciencedirect.com/science/article/pii/0272775794900035

    Many of our new CS Principles teachers are coming from backgrounds with little knowledge of computing. The article above (focused on science and math) may offer additional support for the need to explore more formal pre-service opportunities for secondary teachers who may eventually offer a high school CS course.


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