Paradigms from the Science of Learning: An Emerging Revolution in Education
Keywords:
Independent learning, Instructional design, Education policy, Science of learningAbstract
In the last few centuries, scientific break-throughs in the physical sciences delivered the industrial revolutions. It is now the turn of the human sciences, which are at the point of generating social revolutions. This paper posits that our scientific understanding of human learning has matured to a point that it provides clear guidelines on how to revolutionise education. The paper identifies and explores five key paradigms that are starting to revolutionise education: (1) Neuroplasticity, Cognitive Load Theory and Chunking are three critical discoveries that, blended together, describe how learning takes place; (2) the Theory of Flow shows how to make learning enjoyable; (3) there are two distinct modes of thinking; (4) cognition is integral with sensory/motor, emotional and social operations; and (5) neurobiological circuitry matures in a predictable pattern of sensitive periods. The paper then explores three implications of this revolution for education. Firstly, infancy and toddlerhood are critical periods of and for learning. Secondly, the science of learning can be systematically taught in schools, to ensure that all citizens become independent/ autonomous learners, capable of life-long learning. Universal higher education within affordable public expenditure is in our grasp. And thirdly, universities have the crucial responsibility of transforming themselves to best enable this social revolution in the wider society. This paper analyses evolving concepts to predict and propose a future – an ambitious task. Before concluding, the paper critically reflects on its analysis - its limitations and risks.
References
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Giesecke, D., Cartledge, G., & Iii, R. G. (1993). Low-achieving students as successful cross-age tutors. Preventing School Failure: Alternative Education for Children and Youth, 37(3), 34-43.
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Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of general psychology, 10(4), 302.
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Legaspi, E. J. M. (2017). Opportunities for Social Engagement of Business Student Leaders. AJE, 3(1).
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McCain, M. N., & Mustard, J. F. (1999). Reversing the Real Brain Drain: Early Years Study: Final Report. Toronto, Ontario The Canadian Institute for Advanced Research Retrieved from https://web.oas.org/
childhood/EN/Lists/Recursos%20%20Planes%20Nacionales/Attachments/84/21.%20Early%20
Years%20Study%20I%201999.pdf.
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Perkin, H. (2006). History of universities International handbook of higher education (pp. 159-205): Springer.
Plomin, R. (1999). Genetics and general cognitive ability. Nature, 402, C25-C29.
Praat, A. (2011). Parents as First Teachers Evaluation: Phase II Report (Centre for Social Research and Evaluation, Trans.). Wellington, NZ.: Ministry of Social Development.
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Bohannon, R. W., Larkin, P. A., Cook, A. C., Gear, J., & Singer, J. (1984). Decrease in timed balance test scores with aging. Physical therapy, 64(7), 1067-1070.
Broad, J. (2006). Interpretations of independent learning in further education. Journal of Further and Higher Education, 30(02), 119-143.
Carnegie, D. (1936). How to win friends and influence people: Simon and Schuster.
Center on the Developing Child at Harvard University. (2014). Three core concepts in early development, from https://www.youtube.com/playlist?list=PL0DB506DEF92B6347
Cherng, R.-J., Chen, J., & Su, F. (2001). Vestibular system in performance of standing balance of children and young adults under altered sensory conditions. Perceptual and motor skills, 92(3_suppl), 1167-1179.
Cheron, G. (2016). How to Measure the Psychological “Flow”? A Neuroscience Perspective. Frontiers in Psychology, 7.
Cialdini, R. B. (2007). Influence: the psychology of persuasion. New York, NY: Collins Business Essentials.
Cole, M. W., & Schneider, W. (2007). The cognitive control network: integrated cortical regions with dissociable functions. Neuroimage, 37(1), 343-360.
Covey, S. R. (1989). The 7 Habits of Highly Effective People. London: Simon and Schuster.
Covey, S. R. (2013). The 8th habit: From effectiveness to greatness: London: Simon and Schuster.
Csikszentmihalyi, M. (1991). Flow : the psychology of optimal experience: New York : Harper Collins.
Csikszentmihalyi, M., & Asakawa, K. (2016). Universal and cultural dimensions of optimal experiences. Japanese Psychological Research, 58(1), 4-13.
DeBono, E. (1987, c1985). Six hats thinking. London.: Penguin.
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3.
Dineen, J. P., Clark, H. B., & Risley, T. R. (1977). Peer tutoring among elementary students: Educational benefits to the tutor. Journal of applied behavior analysis, 10(2), 231-238.
Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Neuroplasticity: Changes in grey matter induced by training. [Article]. Nature, 427(6972), 311-312. doi: 10.1038/427311a
Ekman, P. (2007). Emotions revealed: Recognizing faces and feelings to improve communication and emotional life: Macmillan.
Enders, J. (2006). The academic profession International handbook of higher education (pp. 5-21): Springer.
Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological review, 100(3), 363.
Ernst, A., & Frisén, J. (2015). Adult neurogenesis in humans-common and unique traits in mammals. PLoS biology, 13(1), e1002045.
Evans, J. S. B. (2008). Dual-processing accounts of reasoning, judgment, and social cognition. Annu. Rev. Psychol., 59, 255-278.
Evans, J. S. B., & Stanovich, K. E. (2013). Dual-process theories of higher cognition: Advancing the debate. Perspectives on psychological science, 8(3), 223-241.
Fox, M. D., Snyder, A. Z., Vincent, J. L., Corbetta, M., Van Essen, D. C., & Raichle, M. E. (2005). The human brain is intrinsically organized into dynamic, anticorrelated functional networks. Proceedings of the National Academy of Sciences of the United States of America, 102(27), 9673-9678.
Frutos-Pascual, M., & Garcia-Zapirain, B. (2015). Assessing visual attention using eye tracking sensors in intelligent cognitive therapies based on serious games. Sensors, 15(5), 11092-11117.
Giedd, J. N., Keshavan, M., & Paus, T. (2008). Why do many psychiatric disorders emerge during adolescence? Nature Reviews Neuroscience, 9(12), 947-957.
Giesecke, D., Cartledge, G., & Iii, R. G. (1993). Low-achieving students as successful cross-age tutors. Preventing School Failure: Alternative Education for Children and Youth, 37(3), 34-43.
Harari, Y. N. (2014). Sapiens: A brief history of humankind: Random House.
Heim, C., & Binder, E. B. (2012). Current research trends in early life stress and depression: Review of human studies on sensitive periods, gene–environment interactions, and epigenetics. Experimental neurology, 233(1), 102-111.
Huttenlocher, P. R., & Dabholkar, A. S. (1997). Regional differences in synaptogenesis in human cerebral cortex. Journal of comparative Neurology, 387(2), 167-178.
Johnson, M., & Bailey, J. S. (1974). Cross‐age tutoring: Fifth graders as arithmetic tutors for kindergarten children. Journal of applied behavior analysis, 7(2), 223-232.
Kahneman, D. (2011). Thinking, fast and slow: Macmillan. Kahneman, D., & Klein, G. (2009). Conditions for intuitive expertise: a failure to disagree. American psychologist, 64(6), 515.
Karasik, L. B., Adolph, K. E., Tamis-LeMonda, C. S., & Bornstein, M. H. (2010). WEIRD walking: Cross-cultural research on motor development. Behavioral and brain sciences, 33(2-3), 95-96.
Knowles, E. (Ed.) (2009). Oxford dictionary of quotations. Oxford University Press.
Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow's hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of general psychology, 10(4), 302.
Kuhn, T. S. (1962, 1970). The Structure of Scientific Revolutions. In O. Neurath (Ed.), International Encyclopedia of Unified Science. Chicago: The University of Chicago.
Legaspi, E. J. M. (2017). Opportunities for Social Engagement of Business Student Leaders. AJE, 3(1).
Marginson, S. (2017). Elite, Mass, and High-Participation Higher Education. Encyclopedia of InternationalHigher Education Systems and Institutions, 1-9.
Marquis, C., & Tilcsik, A. (2013). Imprinting: Toward a multilevel theory. The Academy of Management Annals, 7(1), 195-245.
Maslow, A. H. (1954). Motivation and personality (2nd ed.). New York: Harper and Row.
Maslow, A. H. (1971). The farther reaches of human nature.
McCain, M. N., & Mustard, J. F. (1999). Reversing the Real Brain Drain: Early Years Study: Final Report. Toronto, Ontario The Canadian Institute for Advanced Research Retrieved from https://web.oas.org/
childhood/EN/Lists/Recursos%20%20Planes%20Nacionales/Attachments/84/21.%20Early%20
Years%20Study%20I%201999.pdf.
McGilchrist, I. (2012). The master and his emissary: The divided brain and the making of the western world: Yale University Press.
McGue, M., Bouchard Jr, T. J., Iacono, W. G., & Lykken, D. T. (1993). Behavioral genetics of cognitive ability: A life-span perspective. In P. R & G. E. McClearn (Eds.), Nature, nurture, and psychology (pp. 59-76). Washington, DC.: American Psychological Association.
Nakamura, J., & Csikszentmihalyi, M. (2014). The concept of flow. In M. Csikszentmihalyi (Ed.), Flow and the foundations of positive psychology (pp. 239-263): Springer.
National Scientific Council on the Developing Child. (2007). The Science of Early Childhood Development : Closing the Gap Between What We Know and What We Do. Cambridge, MA: Center on the DevelopingChild at Harvard University. Retrieved 29 Nov 2017, from https://developingchild.harvard.edu/resources/the-science-of-early-childhood-development-closingthe-gap-between-what-we-know-and-what-we-do/
Nelson, P. M. (2016, January 7, 2016). Too much testing? Why Formative Assessment is a Wise Investment of Time Retrieved 16 Dec 2017, 2017, from http://www.fastbridge.
org/2016/01/too-much-testing-why-formativeassessment-is-a-wise-investment-of-time/
Oakley, B. (2014). A Mind for Numbers. Los Angeles, CA: Tarcher.
Oakley, B. (2017). Mindshift. New Yok, NY: Penguin Random House LLC.
Oakley, B., & Sejnowski, T. (Producer). (2014, 12 June 2017). Learning How to Learn: Powerful mental tools to help you master tough subjects. Retrieved from https://www.coursera.org/learn/learning-how-to-learn/home/welcome
Patterson, K. (2012). Crucial conversations: Tools for talking when stakes are high (2nd ed.). New York, NY: McGraw-Hill.
Peper, J. S., & Dahl, R. E. (2013). The teenage brain: Surging hormones—brain-behavior interactions during puberty. Current Directions in Psychological Science, 22(2), 134-139.
Perkin, H. (2006). History of universities International handbook of higher education (pp. 159-205): Springer.
Plomin, R. (1999). Genetics and general cognitive ability. Nature, 402, C25-C29.
Praat, A. (2011). Parents as First Teachers Evaluation: Phase II Report (Centre for Social Research and Evaluation, Trans.). Wellington, NZ.: Ministry of Social Development.
Prinsloo, G. E., Rauch, H., Lambert, M. I., Muench, F., Noakes, T. D., & Derman, W. E. (2011). The effect of short duration heart rate variability (HRV) biofeedback on cognitive performance during laboratory induced cognitive stress. Applied Cognitive Psychology, 25(5), 792-801.
Renner, E. (Writer). (2016). The Beginning of Life. In M. F. Filmes (Producer). Brazil.
Rettew, D. (2017, 6 Oct 2017). Nature Versus Nurture: Where We Are in 2017. Psychology Today, from https://www.psychologytoday.com/blog/abcs-child-psychiatry/201710/nature-versus-nurture-where-we-are-in-2017
Seneca, L. A. (c. 65 AD). Moral letters to Lucilius (R. M. Gummere, Trans.) 1917 (Vol. 1): Loeb Classical Library.
Shibata, K., Sasaki, Y., Bang, J. W., Walsh, E. G., Machizawa, M. G., Tamaki, M., . . . Watanabe, T. (2017). Overlearning hyperstabilizes a skill by rapidly making neurochemical processing inhibitory-dominant. Nature Neuroscience, 20(3), 470-475.
Smoller, J. W., & Ressler, K. J. (2015). Impact of stress on the brain: pathology, treatment and prevention: Nature Publishing Group.
Somasundaram, J. (2017, 6-8 Sep 2017). A Revolution in the Science of Learning: Higher Education at the Crossroads. Paper presented at the 17th Annual SEAAIR Conference, Singapore, Singapore.
Somasundaram, J., Bowser, D., & Danaher, P. A. (2006, September 2006). Reconceptualising the instructional design model for the knowledge society. Paper presented at the Conference proceedings: 6th annual SEAAIR conference: Transforming higher education for the knowledge society Kuala Lumpur, Malaysia.
Suleiman, A. B., & Dahl, R. E. (2017). Leveraging neuroscience to inform adolescent health: The need for an innovative transdisciplinary developmental science of adolescence. Journal of Adolescent Health, 60(3), 240-248.
Sweller, J., van Merrienboer, J., & Paas, F. (1998). Cognitive Architecture and Instructional Design. Educational Psychology Review, 10(3), 251-296.
Tanchaisak, K., & Wattanapanit, N. (2016). The Management of the National Distance Learning Practices At Ramkhamhaeng University in Thailand. Journal of Institutional Research in South East Asia, 14(1), 97-111.
The National Education Goals Panel. (1997). Special Early Childhood Report. Washington DC: The National Education Goals Panel.
Thomas, M. S., & Johnson, M. H. (2008). New advances in understanding sensitive periods in brain development. Current Directions in Psychological Science, 17(1), 1-5.
Trow, M. (2005). Reflections on the transition from elite to mass to universal access: Forms and phases of higher education in modern societies since World War II. In P. Altbach (Ed.), International handbook of higher education (Part one: Global themes and contemporary challenges) (pp. 243-280). Dordrecht, The Netherlands: Kluwer.
Udana: Exclamations (T. Bhikkhu, Trans.). (2012). Retrieved 27 Jul 2017, from http://www.accesstoinsight.org/lib/authors/thanissaro/udana.pdf
University of Oxford. (2017, 27 APR 2017). Human Sciences Retrieved 30 May 2017, from https://
www.ox.ac.uk/admissions/undergraduate/courses-listing/human-sciences?wssl=1
Wild, B., Erb, M., & Bartels, M. (2001). Are emotions contagious? Evoked emotions while viewing emotionally expressive faces: quality, quantity, time course and gender differences. Psychiatry research, 102(2), 109-124.
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2018-12-28
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Somasundaram, J. (2018). Paradigms from the Science of Learning: An Emerging Revolution in Education. ASEAN Journal of Education, 4(2), 1–14. Retrieved from https://so01.tci-thaijo.org/index.php/AJE/article/view/180446
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Research Articles
License
1 All articles will undergo a formal peer-review. A panel of experts from within or without the university will examine the article; approval from a minimum of two experts is required for publication. Revisions posed by the experts must be completed by the research prior to publication.
2 Once published in the ASEAN Journal of Education, the article becomes intellectual property of Suan Dusit University. Duplication, in full or part, requires permission from Suan Dusit University.
3 Excluding errors incurred during printing, author(s) are responsible for the content of their articles.
