Difference between revisions of "Importance of struggling in learning"

From Learning
Jump to: navigation, search
(Created page with "One axis along which explainers seem to differ is their degree of belief in the '''importance of struggling in learning'''. Roughly speaking, the "two sides" are: * "Don'...")
 
Line 1: Line 1:
 
One axis along which [[explainer]]s seem to differ is their degree of belief in the '''importance of struggling in learning'''. Roughly speaking, the "two sides" are:
 
One axis along which [[explainer]]s seem to differ is their degree of belief in the '''importance of struggling in learning'''. Roughly speaking, the "two sides" are:
  
* "Don't needlessly struggle" view: a good explanation should be ''easy'' to process
+
* "Don't needlessly struggle" view: a good explanation should be ''easy'' to process, and be as intuitive as possible. [[Aim low]].
* "Struggling is important/essential for understanding" view: A good explanation
+
* "Struggling is important/essential for understanding" view: A good explanation should be effortful for the [[learner]] to process. It should e.g. present misconceptions and make the learner to do work.
 +
 
 +
The truth might be some sort of mixture. To optimize for struggle would be to e.g. put the [[learner]] in a psychologically stressful state, with little support, to deliberately confuse them, etc., which seems unhelpful. On the other hand, it isn't clear what a totally intuitive explanation would look like.
 +
 
 +
==External links==
 +
 
 +
* [https://www.youtube.com/watch?v=eVtCO84MDj8 Video that argues for the importance of struggling in learning physics]

Revision as of 01:07, 25 October 2018

One axis along which explainers seem to differ is their degree of belief in the importance of struggling in learning. Roughly speaking, the "two sides" are:

  • "Don't needlessly struggle" view: a good explanation should be easy to process, and be as intuitive as possible. Aim low.
  • "Struggling is important/essential for understanding" view: A good explanation should be effortful for the learner to process. It should e.g. present misconceptions and make the learner to do work.

The truth might be some sort of mixture. To optimize for struggle would be to e.g. put the learner in a psychologically stressful state, with little support, to deliberately confuse them, etc., which seems unhelpful. On the other hand, it isn't clear what a totally intuitive explanation would look like.

External links