Four
Student Misconceptions About Studying and Learning
In
this article in Faculty Focus,
Maryellen Weimer (Penn State University) draws on the work of Stephen Chew to
highlight four common beliefs that undermine college students’ efforts to learn
[also true for many K-12 students]:
•
Misconception #1: Learning is fast. “Students
think that learning can happen a lot faster than it does,” says Weimer. “They
think they can get what they need out of a chapter with one quick read through
(electronic devices at the ready, snacks in hand, and ears flooded with
music).” Student need to be taught how to interact with materials in ways that make
learning sink in.
•
Misconception #2: Knowledge is composed
of isolated facts. When students use flash cards with only one term or
concept per card, they memorize definitions but often fail to grasp
higher-level concepts. Teachers should use test questions that ask students to
relate definitions, use them to construct arguments, and apply them to new
situations, and then work with students to modify their study techniques.
•
Misconception #3: Doing well academically
is a matter of inborn talent. “All of us have had students who tell us with
great assurance that they can’t write, can’t do math, are horrible at science,
or have no artistic ability,” says Weimer. Students who think this way don’t
try as hard in weak areas and give up when they encounter difficulty. Teachers’
feedback is very important to getting these students to shift from a “fixed” to
a “growth” mindset and to see that effort and strategy are the key variables in
achievement.
•
Misconception #4: Look Ma, I’m
multi-tasking. The evidence is clear that the brain can’t simultaneously handle
more than one cognitively demanding task, says Weimer. People who think they
are successfully multitasking are in fact missing important information – and
they don’t even realize it. Since many students won’t take our word for it, a demonstration
may be necessary to prove the point.
No comments:
Post a Comment