Making Sense of Learning: A Research-Based Approach

504 Pages·2020·17.26 MB·English

by  Norman Reid, Asma Amanat Ali

Springer Texts in Education
Norman Reid
Asma Amanat Ali
Making Sense
of Learning
A Research-Based Approach
Springer Texts in Education
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Norman Reid Asma Amanat Ali
(cid:129)
Making Sense of Learning
A Research-Based Approach
Evidence to guide policy and practice,
with an emphasis on secondary stages
123
Norman Reid AsmaAmanat Ali
University of Glasgow Beaconhouse SchoolsSystem
Glasgow, UK Lahore,Pakistan
ISSN 2366-7672 ISSN 2366-7680 (electronic)
SpringerTexts inEducation
ISBN978-3-030-53676-3 ISBN978-3-030-53677-0 (eBook)
https://doi.org/10.1007/978-3-030-53677-0
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Dedicated to the memory of
the late Prof. Alex H. Johnstone
who inspired so many over so many decades
in their love of learning
Preface
The Journey in This Book
Ifyou’renotsurewhereyouaregoing,
you’reliabletoendupsomeplaceelse.
RobertMager,1997
Thisbookseekstobringtogethertheevidencefromworldwideresearchrelatingto
teaching and learning as well as the policy and practical issues facing education
today. The focus is primarily on school education from about ages 12 to 18.
However, much may also be relevant to higher education. The evidence is mainly
drawn from formal research studies although other sources are considered as well.
Theideaofworkingtogethertowritethisbookarosefromrequestsfortalksand
trainingsessionsthateachofuswasaskedtogive.Itbecameclearthattherewasa
gap in collating the research evidence together into an accessible but practical
account to offer direction for teachers, lecturers, student teachers and educational
managers.
The findings from the research are to be found in research papers and books,
published in diverse parts of the world. However, the aim is not to develop some
comprehensive academic collation of findings. The aim is to make available,
hopefully in straightforward language, what is directly relevant to the actual
practice of teaching along with the pressing issues that face education today.
Themes have, therefore, been selected where there is clear evidence in the
research literature and where the outcomes are relevant to teaching and learning.
Manyaspectsofeducationpolicyhavemajorimpactsonwhatgoesinschoolsand
that evidence is also presented here. The goal is that teachers, student teachers,
lecturers and education managers can be equipped to move education forward in
positive ways, based on sound evidence. We have tried to make the learner the
central figure in the process of writing. This recognises that a central goal of
researchineducationmustbetoseekinsightstoenhancetheprocessesoflearning.
vii
viii Preface
This book is written primarily for four audiences:
Teachers Wehopethatthisbookwillgiveyouinsightsintowhycertain
practices work well, along with giving you many new ways
forward that will enrich your teaching and bring benefits for
your students.
Student teachers Our aim is that you will be able to prepare yourself, on the
basis of sound evidence, for the exciting but very demanding
task of enabling your future students to develop sound
understandings and a love for learning that will continue
throughout life.
Teacher trainers We hope that you will find this book a useful summary of
research evidence and a source of the key references in the
literaturewhichyoucanfollowup,informingwhatyoudoand
guiding future research.
Educational If you are involved in managing education in any way, this
managers book is designed to give you some of the key landmarks to
enable decisions for the future to be built on clear evidence.
The book seeks to tell something of the story of research. We have made
strenuous efforts to avoid complex language, the use of abstract terms and the
jargon that so often makes education literature impenetrable. We have developed
the text in line with the findings from educational research itself, the aim being to
make the ideas accessible. One feature of this is the extensive use of tables, dia-
grams and text boxes.
The central focus is teaching and learning—what actually goes on in lecture
theatres, classrooms, laboratories and practical areas in schools and universities.
However,manyofthedecisionsthataretakenoutsideschoolsanduniversitieshave
a major impact on what is possible with learners. The evidence from research
studies that can guide such decisions is discussed as well.
In many chapters, there are two parts. The first gives a broad picture of the
research findings while the second (entitled: ‘If you want to know more …’)
expands the insights into greater depth, with more detailed references. The second
part may be of value for education students who are developing more in-depth
insights into specific topic areas, perhaps because they are starting their own
research. The aim is that the references given will provide the key entry points to
gainaccesstothewiderliterature.Inthelightofyourowngoals,youmaywishto
focus only on a few specific chapters or you may wish to ignore the sections
entitled, ‘If you want to know more …’.
Theapproachseekstoberigorouslyacademicbutwehavebeenveryselectivein
the references included. We have emphasised references that relate to the practi-
calities of teaching and learning as well as providing wider ranges of references
from the broader literature. References are given at the end of each chapter. We
have tried to make Internet addresses available wherever possible.
Preface ix
The book is very different in style from many educational texts. We have tried,
wherever possible, to tell a story of research development by building the findings
around the events of those involved. We have adopted a conversational style in
presentation. We have tried to emphasise strongly where evidence paints a clear
picture and point to the implications arising from that evidence.
Future generations of learners deserve the very best we can offer them. The
worldofresearchcanmakeamajorcontributioninhelpingustofulfilthatgoal.We
need to combine the vast experience and expertise of teachers with the evidence
from research. In this way, we develop the future for education, the theme of this
book.
The Book Structure
InChap.1,westartbylookingatthenatureofresearchandthewayitneedstobe
relatedtightlytoteachingandlearningpracticalitiesaswellastheissuesthataffect
what is possible in the learning processes. The nature of research, in general, is
discussed before looking at educational research specifically. Various types of
educational research are outlined critically.
The book then is set into five interrelated sections as follows:
Chapters 2–5 The students as they learn
Chapters 6–9 Some key factors affecting learning
Chapters 10–13 Moving beyond knowledge and understanding
Chapters 14–16 Modern pressures on education
Chapters 17–19 Moving education forward.
Chapters2–5unfoldthelargeamountofresearchevidencethatrevealshowwe
all learn. This offers an outline of the contributions of some of the leading
researchersfrombothpsychologyandeducationandthegrowthinunderstandingin
how the human brain handles information, the working memory having a central
role in thinking, understanding and problem-solving. The evidence relating to the
variationsacrosslearnersisthenoutlined.Muchinthesechaptersapplytolearners
of all ages, including those in higher education.
Chapters6and7focusspecificallyonsecondaryeducation(ages12–18).School
curricula are often determined at provincial and national levels and yet these
decisions affect what goes on in schools. The broad patterns worldwide are con-
sidered, and evidence from research is drawn in to offer a model for planning and
constructing curricula, both in an overall sense as well as in relation to individual
subject areas. Chapters 8 and 9 then look at assessment. It is well known that the
patterns ofprovincial and nationalassessment area dominant influence intheway
teachers approach their teaching: we teach to gain maximum assessment rewards.
Thereisconsiderable,oftenhidden,evidencefromresearchthatcanhelpustoday,
x Preface
both at the level of the management of provincial and national as well as the
practicalities of school assessment.
When we move beyond knowledge and understanding, many curricula lay
emphasisonthedevelopmentofthinkingskills,skillsthatmaygowiththelearner
throughout life. There is considerable recent evidence about the nature of thinking
and different ways to analyse thinking. Chapter 10 looks at some of the important
thinking skills that have been identified and looks at ways by which these can be
measuredaswellasgivingpracticalwaysbywhichsuchskillshavebeenshownto
be enhanced.
The other main area beyond knowledge and understanding lies in the field of
attitudes. Chapters 11 and 12 bring together some of the findings from the enor-
mousresearchliteratureonattitudedevelopmentinaneducationalcontext,showing
how insights developed over many decades. The findings are then interpreted to
offer broad guidance in ways which encourage positive attitude development.
Finally in this section, the way various educational goals can be achieved is
discussedbylookingatpracticalteaching—teachingthatgoesbeyondpresentation
andlecturing.Muchofthefocusisonlaboratorylearninginthatthereisnowavery
large research literature here and the area is central in all the sciences and related
disciplines. However, group work is now assuming increased importance in
learning at all levels. An overview of the research evidence is provided, outlining
the potential of group work activities in achieving quite specific outcomes.
Chapters14–16turntolookattheevidencerelatingtosomeofthemajorissues
that face education today. This starts by considering how the ideas of intelligence,
ability and performance have developed in societies. This leads on in Chap. 15 to
look at quality education and how we might conceptualise the idea of quality.
Finally, recognising that much educational research relies heavily on an under-
standing of statistics, Chap. 16 moves on to give an overview of the power of
statistics to inform us.
The final section starts by considering some of the educational myths that have
developedovertheyears.Manyarecontradicted byresearchevidence,andChaps.
17and18considersomeofthemostcommonmythstodayandshowtheextentto
which evidence supports or undermines the assumptions. The final chapter then
brings things together to point the way forward for the future with the emphasis
being on the nature and role of research: educational futures.
Glasgow, UK Norman Reid
Lahore, Pakistan Asma Amanat Ali
January 2020