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
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author Thomas, Michael S. C.
Rogers, Cathy
author_facet Thomas, Michael S. C.
Rogers, Cathy
author_sort Thomas, Michael S. C.
collection PubMed
description 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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spelling pubmed-72469552020-05-26 Education, the science of learning, and the COVID-19 crisis Thomas, Michael S. C. Rogers, Cathy Prospects (Paris) Viewpoints/Controversies 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. Springer Netherlands 2020-05-25 2020 /pmc/articles/PMC7246955/ /pubmed/32836416 http://dx.doi.org/10.1007/s11125-020-09468-z Text en © UNESCO IBE 2020 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Viewpoints/Controversies
Thomas, Michael S. C.
Rogers, Cathy
Education, the science of learning, and the COVID-19 crisis
title Education, the science of learning, and the COVID-19 crisis
title_full Education, the science of learning, and the COVID-19 crisis
title_fullStr Education, the science of learning, and the COVID-19 crisis
title_full_unstemmed Education, the science of learning, and the COVID-19 crisis
title_short Education, the science of learning, and the COVID-19 crisis
title_sort education, the science of learning, and the covid-19 crisis
topic Viewpoints/Controversies
url 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
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