One of the most important discoveries guid-ing learning sciences research is that learn-ing always takes place against a backdropof existing knowledge.
This hammers home the idea that the brain does not like to think, but rather it likes to use its power of memory
seems like a very passive form of learning
In sum, learning in settings outside of school is sup-ported both directly and indirectly.
It is clear throughout this article that you have to support learning both directly and indirectly in order for it to be the most effective.
lmost all of histeammates displayed similar patterns of response that in-dicated that they could think in complex ways aboutaverages and percentages but did not apply that com-plex thinking to die school versions of problems involv-ing these concepts.'
I think that this shows that people generally learn best when they are familiar with their surroundings, so they can use more memory than actual thinking power
If it’s too much or too little, people stop working on the problem if they can.
I find this concept to be interesting because it seems as if there is a Goldilocks zone of sorts where learning is able to thrive. The learning has to be just hard enough to capture the brain's attention, but not too hard that the brain gives up.
Your brain serves many purposes, and thinking is not the one it does best
This concept that the brain is not good at thinking is a very intriguing one for me to think about. I feel like the brain is typically known in popular media as being very good at thinking, so to hear this information is quite fascinating
identified the students with the strongestbackgrounds in physics, finding that they tended to be more accurate in assessing what they got outof each class
I think that the problem of the students that are the strongest in the subject can realize that active learning is the superior learning method.