Bibliografía - Daniel T. Willingham

En American Educator vol. 28 - 1

Artículo en inglés
Artículo en español

Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.

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It is difficult to overstate the value of practice. For a new skill to become automatic or for new knowledge to become long-lasting, sustained practice, beyond the point of mastery, is necessary. This column summarizes why practice is so important and reviews the different effects of intense short-term practice versus sustained, long-term practice.

En American Educator vol. 27 - 2

Texto en inglés
Texto en español

Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.

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The teacher presents a strong, coherent lesson in which a set of significant facts is clearly connected to a reasonable conclusion. But, at test time, the students show no understanding of the connections. Some students parrot back the conclusion, but no facts. Others spit back memorized facts, but don't see how they fit together. Though the lesson wasn't taught in a rote way, it seems like rote knowledge is what the students took in. Why do well-integrated, coherent lessons often come back to us in a less meaningful, fragmented form? Can cognitive science help explain why this result is so common—and offer ideas about how to avoid it?

En American Educator vol. 28 - 2

Artículo en inglés
Artículo en español

Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.

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I have read that the mind treats stories differently than other types of information. It seems obvious that people like listening to stories, but it's not obvious how to use that in the classroom. Is it really true that stories are somehow "special" and, if so, how can teachers capitalize on that fact?

Research from the last 30 years shows that stories are indeed special. Stories are easy to comprehend and easy to remember, and that's true not just because people pay close attention to stories; there is something inherent in the story format that makes them easy to understand and remember. Teachers can consider using the basic elements of story structure to organize lessons and introduce complicated material, even if they don't plan to tell a story in class.

En American Educator vol. 27 - 4

Artículo en inglés
Artículo en español

Cognitive science is an interdisciplinary field of researchers from psychology, neuroscience, linguistics, philosophy, computer science, and anthropology who seek to understand the mind. In this regular American Educator column, we consider findings from this field that are strong and clear enough to merit classroom application.

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Very often, students will think they understand a body of material. Believing that they know it, they stop trying to learn more. But, come test time, it turns out they really don't know the material. Can cognitive science tell us anything about why students are commonly mistaken about what they know and don't know? Are there any strategies teachers can use to help students better estimate what they know?

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Learning by reading is a substantial challenge, but with a few strategies under your belt, you can be much more successful in connecting the ideas as the author hoped you will.

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