Cognition, learning and educational research

Editorial

Published on: September 12, 2018

8 min read

We live in exciting times for educational research. Research on learning and cognition is developing rapidly. The findings from this research are increasingly making their way into classroom practice. A range of organisations and people in education (the Chartered College of Teaching very much among them) are working to test how we can use the insights from what is increasingly known as the ‘science of learning’ in classrooms and schools. A range of organisations and individuals are also working to disseminate these findings in the profession (of which this journal is an excellent example). Schools and teachers across the country are using concepts like cognitive load theory, discussed in the first section of this issue, to shape their teaching. This is a great thing, but does have some obvious dangers. Sound scientific ideas can become mutated and turned into new fads. And the last thing we need in education is the new ‘learning styles’. Metacognition and self-regulation, f

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This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.