Factor 1: Lack of Fundamental Learning Principles in Teacher Training

One might assume that educators would gain insights into learning principles during their training, equipping them to create engaging learning experiences for their students. Unfortunately, this is often not the case. A recent analysis of teacher training resources revealed a shocking absence of research-supported learning principles in major teacher preparation textbooks.

Consider this analogy: What if we found out that countless medical professionals had never learned accurate facts about human anatomy? For instance, if medical textbooks omitted critical details about how the heart functions or provided incorrect diagrams of the skeletal system. Teaching is a highly intricate profession, comparable to medicine, yet we fail to equip educators with the essential conceptual tools necessary for effective learning.

Factor 2: The Spread of Learning Myths

The field of learning is plagued by a "fake news" issue, where misinformation saturates various media outlets. Many teacher training materials, for instance, mistakenly present anecdotal evidence about student learning as hard science.

Research shows that individuals develop misconceptions about fundamental concepts from a young age, including in learning. Myths, such as the belief in "right-brained" versus "left-brained" learners or the existence of distinct "learning styles," gain traction due to their intuitive appeal. Challenging these misconceptions is no easy feat. Recent surveys indicate that many educators and learners still cling to these myths despite numerous attempts to debunk them.

Moreover, various companies perpetuate these learning myths while promoting their products. For instance, Brain Gym gained widespread popularity in U.K. classrooms despite lacking evidence of effectiveness, and Baby Einstein was a commercial success despite negative educational outcomes. Until we stop purchasing such products, companies will continue to thrive by perpetuating these myths.

Without a shared evidence base, it's easy for plausible-sounding claims to take root. However, with a solid explanatory framework, we can more effectively evaluate new ideas related to learning.

Factor 3: The Challenges of Implementation

Implementing any change—whether it involves learning technologies, new curricula, assessments, or teaching strategies—requires navigating the complex social, cultural, and political landscape of schools. It’s simple to suggest, “just apply this learning principle in your classroom,” but executing it effectively is far more challenging.

This issue is further complicated by the divide between research and practice. Learning and teaching researchers are predominantly academics who, if they have taught in K-12 settings, often no longer do. Academic research is crucial for job security, while effective teaching is not always prioritized. On the other hand, many teachers lack the time to engage with research, particularly in the U.S., where opportunities for professional development and community engagement are limited. This contrasts starkly with the medical field, where many practicing doctors participate in ongoing medical research.

The separation between these communities has fostered some mistrust. If you're an educator, which research would be more likely to influence your teaching practice: studies conducted by someone you don’t know in a different setting, or research you helped shape and direct? Personally, I would opt for the latter. This divide has also led to a scarcity of applied research. Without regular communication with teachers, academic researchers struggle to respond to the realities of the classroom.

However, collaborations between teachers and researchers have become increasingly common over the past couple of decades, resulting in a rise in classroom and implementation studies.

Some of these studies reaffirm established knowledge. For example, laboratory experiments consistently demonstrate that testing is more effective than re-reading. Does this hold true in the classroom? Absolutely. Other classroom studies, however, reveal complexities involving social dynamics, cultural influences, and fidelity of implementation. This complexity is an inherent part of the research process, and even “failed” research initiatives can provide insights into the limitations of earlier findings.

Factor 4: The Troubling History of Education Reform

The intertwining of educational research and national anxiety about school systems has led to repeated cycles of questionable reforms in the U.S. This has created a climate of skepticism among teachers, administrators, policymakers, parents, and students towards new reform initiatives, especially those that promise significant change. Frequently, these reforms are not executed faithfully, leading to superficial changes.

Learning research often gets lumped together with other so-called “research-based” reforms that have everyone engaging in various activities for a few years without addressing the fundamental issues within the education system. However, learning research offers a more nuanced perspective. It’s not merely a collection of techniques or a revolutionary new system set to transform your teaching overnight. While there are research-backed strategies that can enhance teaching, it’s also about cultivating a comprehensive knowledge base. We don’t need to call for sweeping revolutions; incremental improvements can lead to meaningful change.

It's common for teachers to voice concerns regarding their classrooms:

“I just covered this topic last week, and my students can't recall anything.”

“All my students completed the prerequisite course, but they struggle with the basics.”

“My students performed well on the exam, yet they seem lost on the project.”

“I strive to foster engaging class discussions, but my students appear disengaged.”

While learning science may not resolve all these issues immediately, a well-informed grasp of how students learn enables teachers to explore practical solutions, understand potential challenges, and establishes a common evidence base for ongoing improvement in teaching practices.

In light of this understanding, subsequent articles in this series will each delve into a different aspect of learning science. We will begin with foundational concepts and gradually build upon them. The upcoming articles will elucidate research-supported learning principles: what they entail, why they are effective, how we have validated their effectiveness, and strategies for effective implementation. My hope is that this series will assist educators, students, and developers of learning technologies in crafting more meaningful and effective educational experiences.

This first video features Dr. Amy Edmondson discussing the significance of embracing failure in learning processes, emphasizing the value of creating a psychologically safe environment for students.

In this second video, Dr. Amy Edmondson from Harvard Business School elaborates on the science behind effective learning strategies, highlighting the importance of understanding failure for educational growth.