Chapter 2: What Do They Know about How We Learn?

In this chapter the author cites research done at Arizona State University that shows physics students, even ones who earn higher grades, failed to change their firmly-held but incorrect beliefs about the nature of motion. They found that students finished the class virtually unchanged, having learned almost nothing but what was needed to pass the test. Even in the face of direct evidence that their beliefs were mistaken; students were unlikely to question or discard those beliefs.

Bain faults the instructors, not for lacking expertise, but rather lack of awareness of how people learn. They demonstrate an inability to organize information so that it is accessible to learners. They fail to anticipate where learners will struggle, and don’t spend enough time clarifying complex concepts for the novice learners. Also they failed to tap into the intrinsic motivatioons of their students.

In response to these problems, Bain identifies some key concepts.

1. Knowledge is constructed, not received

2. Mental models change slowly

3. Questions are crucial to creating opportunities for learning and making connections

4. Caring is crucial (whether students are intrinsically motivated to learn)

I found this chapter particularly interesting, because it articulated some questions I’ve been thinking about for a long time. Namely, how do you create an environment with the right conditions for learning—and why do subject matter experts so often struggle to effectively transfer what they know to others?

My takeaway for this chapter is that, rather than dispensing answers, great teachers will create situations that make learners question their assumptions and encourage them to seek answers.

So far I love this book. Maybe too much—because I’m taking notes as I find interesting points and re-reading sections, it’s taking me longer than I’d anticipated.