Conceptual Change and the Implications for Learning

In this essay I have begun to gather my thoughts on the processes of learning. I see the future of education involving teachers who teach thinking as much as they teach subjects. Ultimately, we must undo the basic flaw of the teacher-as-expert paradigm, which is that it assumes that telling is teaching. Teachers who “manage the metacognition of the classroom” will applaud failures, as they uncover the misconceptions that block the transfer of knowledge. Such teachers will also draw from their full range of life experience to enrich knowledge with analogies that bridge the gap from their expertise to their students’ novice understandings.

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