Education, the science of learning, and the COVID-19 crisis

In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including lockdown and home-schooling; and second, to consider bigger questions about what this large-scale educational experi...

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Detalles Bibliográficos
Autores principales: Thomas, Michael S. C., Rogers, Cathy
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Netherlands 2020
Materias:
Viewpoints/Controversies
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7246955/
https://www.ncbi.nlm.nih.gov/pubmed/32836416
http://dx.doi.org/10.1007/s11125-020-09468-z
Descripción
Sumario:In the COVID-19 crisis, the science of learning has two different responsibilities: first, to offer guidance about how best to deal with the impact of the current situation, including lockdown and home-schooling; and second, to consider bigger questions about what this large-scale educational experiment might mean for the future. The first part of this Viewpoint summarises advice for parents on mental health, and on becoming stand-in-teachers. The second part, taking the longer view, considers the potential negative impact of the COVID-19 crisis in increasing inequality in education; but also the potential positive impact of driving innovations in technology use for educating children.

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