Abstract
As a memory researcher and teacher-educator, I sometimes get a negative reaction when I talk about improving teachers’ understanding of human memory. Am I suggesting that school learning is just a matter of memory? And isn’t memorisation a bad thing? I think that using memory effectively isn’t a bad thing at all, and in fact it’s inevitable – all learning involves memory on some level. In this article I explore what cognitive researchers mean when they talk about memory, as well as discussing some promising research findings that have begun to be applied to education.
Original language | English |
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Pages | 31-35 |
Number of pages | 5 |
No. | 18/19 |
Specialist publication | The Profession: The Annual Publication for Early Career Teachers |
Publication status | Published - 30 Jun 2018 |
Keywords
- evidence-based learning
- new teachers
- memory research