Is intelligence fixed and predetermined by genes? Is fun a distraction that should just be used as a reward after learning? Learning styles aren’t really as effective as they appear to be and misconceptions are more difficult to overcome than you might think. In this podcast episode, PhD student Katherine Langford https://fass.open.ac.uk/psychology/phd-student/katherine-langford#ou-org discusses four misconceptions about learning with interviews from Emily Dowdeswell from the RUMPUS research group https://wels.open.ac.uk/rumpus and Dr Liz FitzGerald https://iet.open.ac.uk/people/elizabeth.fitzgerald.
Suggested further reading:
Brown, P.C., Roediger III, H.L. and McDaniel, M.A. (2014) Make It Stick: The Science of Successful Learning. Belknap Press.
Dowdeswell, E. & Langford, K. (2021) Tricky Physics: What’s Fun Got to Do with It? https://blog.eera-ecer.de/author/emily-dowdeswell-katherine-langford/
Hattie, J. (2012) Visible Learning for Teachers: Maximising Impact on Learning. Routledge.
Willingham, D.T. (2009) Why Don’t Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom. Jossey-Bass.
