Deze post verscheen op mijn Engelstalige blog, maar lijkt me hier ook interessant. From experience to meaning… I read a piece on FastCoLabs on research conducted by Susan B. Neuman on the effect of children working with the Learn With Homer-app. The controle group worked with another app that was on music and math. As the article describes: […]
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Heisenberg Uncertainty Principle in Research on Learning and Education
2 november 2014 
8 reacties
Methods and principles from different scientific domains are, of course, usable in the learning sciences / educational psychology. One example is the scientific method. Often ascribed to Sir Francis Bacon (the 16th century natural philosopher and not the 20th century artist for those of you who are now going to Google® this or who need […]
Lees verderSexist brain myths
25 oktober 2014 1 reactie
Today, in our mythbusting series, we look at ‘scientifically-founded’ claims about differences between the male and the female brains. It’s a recurrent theme in publications about health as well as education, ‘studies show’ followed by some claim about a new remedy to cure all ailments. Caryl Rivers and Rosalind Barnett busted a popular neuromyth about […]
Lees verderReplication of scientific results should be the rule, not the exception
4 oktober 2014 0 Reacties
A recent special issue of the journal Social Psychology is dedicated to an admirable effort to replicate 27 studies that have been cited numerous times in the scientific literature and attracted much media attention. Social psychology has been plagued recently by a number of scandals, but now, it seems, social psychologists lead the way to […]
Lees verderHalf of the Statistics in Visible Learning are wrong (Part 2)
25 september 2014 1 reactie
In this second post about the statistics in ‘Visible Learning’, the author, British mathematician Ollieorange2, asks some uncomfortable questions about the self-correcting capacity of the education science community. For me, two questions remain: If half of the statistics are wrong, how does that affect the recommendations to teachers based on those statistics, and How much […]
Lees verderJohn Hattie admits that half of the Statistics in Visible Learning are wrong
25 september 2014 4 reacties
Originally posted on ollieorange2:
At the researchED conference in September 2013, Professor Robert Coe, Professor of Education at Durham University, said that John Hattie’s book, ‘Visible Learning’, is “riddled with errors”. But what are some of those errors? The biggest mistake Hattie makes is with the CLE statistic that he uses throughout the book. In…
Desiderius Erasmus – On a liberal education for children
3 september 2014 1 reactie
Sometimes, the Butterfly Defect (Gavriel Solomon) leads to something relevant and interesting. Here an excerpt from De pueris instituendis [On a liberal education for children], written by Desiderius Erasmus in Italy and published in 1529 which I accidentally came across. It is a clear statement of Erasmus’ enormous faith in the power of education, and […]
Lees verderInquiry
1 september 2014 0 Reacties
This post by Australian physics and maths teacher Harry Webb on his blog Webs of Substance is a critical discussion of inquiry or discovery learning. Unlike the author, who has an axe to grind with constructivist education theories, I happen to be much in favour of discovery learning. This does not mean that I propose […]
Lees verder20/20 Blindsight or There is none so blind as (s)he who will not see!
25 augustus 2014 7 reacties
It’s fun to work on a book because in doing that you also learn quite a lot. At the moment I just finished writing – along with two colleagues Pedro de Bruyckere and Casper Hulshof – a book about Urban Legends in education and learning (soon to be published by Elsevier / Academic Press). While […]
Lees verderDaniel Willingham on the difference between education research and ‘hard’ sciences
16 augustus 2014 1 reactie
Recently, I came across an interesting blog post by Daniel Willingham discussing an article by American physicist and Nobel Prize winner Carl Wieman. In his article Wieman compares the rigor of ‘hard’ science with education science. Quite surprising maybe for some of us, Wieman argues that education research shares many properties with the hard sciences, […]
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