Uploaded byPedro De Bruyckere
A science of (learning) teaching?
The document discusses the need for a comprehensive ecological understanding of teaching practices, emphasizing the complexity of the teaching and learning process. It critiques the reliance on randomized controlled trials (RCTs) in educational research, arguing for the inclusion of practical significance and context-relevant information in evaluating teaching strategies. The authors advocate for the publication of non-significant results to advance education research and improve teaching effectiveness.
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A science of (learning) teaching?
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- 2. My name isPedro De Bruyckere…
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- 4. The follow up: PEDRODE BRUYCKERE PAUL A. KIRSCHNER CASPER D. HULSHOF ISBN: 978-0-8153-5458-1 9 780815 354581 Cover image: © Getty Images MORE URBAN MYTHS ABOUT LEARNING AND EDUCATION Pedro De Bruyckere, Paul A. Kirschner, and Casper Hulshof www.routledge.com/education Routledge titles are available as eBook editions in a range of digital formats an informa business MORE URBAN MYTHS ABOUT LEARNING AND EDUCATION Challenging Eduquacks, Extraordinary Claims, and Alternative Facts
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- 6. A science oflearning teaching?
- 7. Toward an EcologicalScience of Teaching David B. Daniel1 and Pedro De Bruyckere2 1 Department of Psychology, James Madison University 2 Artevelde University of Applied Sciences, Leiden University The need for a primary emphasis on teaching is a necessary, and as yet unfulfilled, goal of psychological science. We argue that an ecological model focused specifically upon understanding and optimizing teaching practice must incorporate the necessary complexity inherent to the teaching and learning process. To do so, we must expand our scope beyond the simple exploration of main effects under controlled conditions to the exploration of dynamic interactions, including the identifi- cation of boundary conditions, and the assessment of potential side-effects across relevant variables and contexts. To do so, foci on internal and external validity must be re-balanced in a manner more productive for practical inferences and applications. With an eye on educational practice, we point out that statistically insignificant results, under certain circumstances, can yield very useful strategies for teaching. Therefore, researchers interested in practical applications for teachers should be encouraged to use active control groups in their studies when feasible. We also argue that practical significance must include context-relevant information, for example, a ratio between the degree to which the findings can be used in context without upsetting other learning objectives and the amount of benefit given the costs (both time and energy) of the intervention, as an essential component to evaluating the potential utility of teaching research. Thus, statistically significant results must be weighed with respect to both effect-size and the practicality of implementation by teachers in authentic educational contexts before being considered a candidate for use in the classroom. Canadian Psychology / Psychologie canadienne ISSN: 0708-5591 © 2021 Canadian Psychological Association https://doi.org/10.1037/cap0000291
- 8. Cognitive psychology hastaught us a lot!
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- 10. Let’s switch thisand we know…
- 11. How we shouldteach?
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- 14. The differences betweenscientists and educators!
- 15. What do theyhave in common? What are the main differences? How to solve? One more thing…
- 16. What do theyhave in common? What are the main differences? How to solve? One more thing…
- 17. We all wantbetter education!
- 18. Well, I hopeso…
- 19. They both donot always agree what better education means.
- 20. They both hatecomplexity.
- 22. But they reactin different way!
- 23. What do theyhave in common? What are the main differences? How to solve? One more thing…
- 24. 1. Dealing withcomplexity?
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- 26. Well, we haveto deal with it.
- 27. Teachers -> let’s lookat this from different angels and let’s not reduce children to one element.
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- 30. Scientists -> let’s lookat one element and try tricks to eliminated the complexity
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- 32. But this givean important limitation to research:
- 33. E.g. Growth Mindset DeBruyckere, Kirschner, @ Hulshof, 2019
- 34. Meta-analysis -> onaverage a small effect Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., ... & Paunesku, D. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573(7774), 364-369.
- 35. Replication -> onaverage no effect Sisk, V. F., Burgoyne, A. P., Sun, J., Butler, J. L., & Macnamara, B. N. (2018). To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta- analyses. Psychological science, 29(4), 549-571.
- 36. Even some studiesshow a possible negative effect. Ganimian, A. J. (2020). Growth-Mindset Interventions at Scale: Experimental Evidence From Argentina. Educational Evaluation and Policy Analysis, 42(3), 417-438.
- 37. 2. Dealing withsignificance?
- 38. Second possible issuewith RCT’s.
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- 40. New stuff versusbusiness as usual?
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- 42. New stuff versusa known effective approach?
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- 45. If you don’tfind a significant difference? Very hard to get published.
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- 47. No significane? Maybe thisis as good!
- 48. What do theyhave in common? What are the main differences? How to solve? One more thing…
- 49. More replications -> whydoes it work here and less there?
- 50. Non-significant results shouldget published.
- 51. Stop looking forthe “king of the mountain.”
- 52. What do theyhave in common? What are the main differences? How to solve? One more thing…
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- 54. The psychology ofgreat teaching?
- 55. Psychology has beenin replicationcrisis.
- 56. What is stillstanding.
- 57. Thanks! @thebandb www.TheEconomyOfMeaning.com PEDRO DE BRUYCKERE PAULA. KIRSCHNER CASPER D. HULSHOF ISBN: 978-0-8153-5458-1 9 780815 354581 Cover image: © Getty Images MORE URBAN MYTHS ABOUT LEARNING AND EDUCATION Pedro De Bruyckere, Paul A. Kirschner, and Casper Hulshof www.routledge.com/education Routledge titles are available as eBook editions in a range of digital formats an informa business MORE URBAN MYTHS ABOUT LEARNING AND EDUCATION Challenging Eduquacks, Extraordinary Claims, and Alternative Facts