Smartphones are undoubtedly a distraction to learning. We should keep an open mind about the school ban and give teachers and students time to see what works.
Mid-century encyclopaedias claimed the power to decide what counted as knowledge and what didn’t – much as online publishing platforms and social media companies do today.
In response to threats, we learn to avoid challenge and comply with external rules (instead of wondering how systems can be improved). We protect our feelings and restrict our thoughts to what’s safe.
To boost post-pandemic math learning, a multi-dimensional approach is needed that promotes the success of the whole child: academic, physical and socio-emotional.
Being open to the possibility you could be wrong about your beliefs is an important part of learning about the world. But this trait is not enough on its own.
Box jellyfish have no brains, yet were recently found to be able to learn from touch. Many brainless organisms are now forcing us to rethink what it means to learn.
The idea that each person has a particular learning style is a persistent myth in education. But new research provides more evidence that you won’t learn better in one modality than another.
Schools are blocking access to ChatGPT on their computers to try to prevent students from cheating. Two experts on academic cheating offer a very different strategy.
Pinpointing where memories are stored in the brain and how they are transmitted could provide new targets to treat neurological diseases and serve as models for neuromorphic computing.
Deputy Associate Dean (Academic), Faculty of Humanities and Social Sciences; Associate Professor of Educational Psychology, School of Education, The University of Queensland