
Urban Myths about Learning and Education
Description
Key Features
- Debunks common myths about learning and education
- Provides empirical research on the facts relating to the myths
- Utilizes light-hearted, approachable language for easy reading
Readership
Researchers in educational and cognitive psychology, and teacher education programs
Table of Contents
- Preface
- Epigraph
- Acknowledgments
- Chapter 1. The Big Clear-Out
- Sometimes We are Lazy
- Thinking in Boxes
- Our Vision of Education?
- Brass Farthing
- Cream Cakes
- Dear Experts…
- A Who’s Who of the World of Education Research
- References
- Chapter 2. Myths about Learning
- Introduction
- Myth 1 People Have Different Styles of Learning
- Myth 2 The Effectiveness of Learning Can Be Shown in a Pyramid
- Myth 3 You Learn 70% Informally, 20% from Others and Just 10% through Formal Education
- Myth 4 If You Can Look Everything Up, Is Knowledge so Important?
- Myth 5 Knowledge Is as Perishable as Fresh Fish
- Myth 6 You Learn Better if You Discover Things for Yourself rather than Having Them Explained to You by Others
- Myth 7 You Can Learn Effectively through Problem-Based Education
- Myth 8 Boys Are Naturally Better at Mathematics than Girls
- Myth 9 In Education, You Need to Take Account of Different Types of Intelligence
- Myth 10 Our Memory Records Exactly What We Experience
- Myth 11 School Kills Creativity
- Myth 12 Ninety-Three Percent of Our Communication Is Non-Verbal
- So, What Exactly Do We Know about Learning?
- Chapter 3. Neuromyths
- Introduction
- Myth 1 We Are Good Multitaskers
- Myth 2 We Only Use 10% of Our Brains
- Myth 3 The Left Half of the Brain Is Analytical, the Right Half Is Creative
- Myth 4 You Can Train Your Brain with Brain Gym and Brain Games
- Myth 5 Men Have a Different Kind of Brain than Women
- Myth 6 We Can Learn While We Are Asleep
- Myth 7 Babies Become Cleverer if They Listen to Classical Music
- Myth 8 We Think Most Clearly When We Are Under Pressure
- Does It Help to Have a Correct Knowledge of How the Brain Works?
- Chapter 4. Myths about Technology in Education
- Myth 1 New Technology Is Causing a Revolution in Education
- Myth 2 The Internet Belongs in the Classroom Because It Is Part of the Personal World Experienced by Children
- Myth 3 Today’s Digital Natives Are a New Generation Who Want a New Style of Education
- Myth 4 The Internet Makes Us Dumber
- Myth 5 Young People Don’t Read Any More
- Myth 6 You Learn Nothing from Games Other than Violence
- Myth 7 You Can Help Poor Children to Learn Just by Giving Them Access to Computers
- Learning and Technology: A Few Tips
- Chapter 5. Myths in Educational Policy
- Myth 1 You Can Justifiably Compare the School Results of Different Countries
- Myth 2 Class Size Doesn’t Matter
- Myth 3 Larger Schools Are Better than Small Ones
- Myth 4 Separate Education for Boys and Girls Is More Effective than Mixed Education
- Myth 5 Boys Benefit if They Have Lessons from Men More Regularly
- Myth 6 Grade Retention – Being Left Back – Has a Positive Effect on Learning
- Myth 7 More Money Means Better Education
- Myth 8 Education Never Changes
- Chapter 6. Myth Persistence and Myth Busting
- Why are these Myths so Persistent?
- Moral Panic and Educational Myths
- What Can We do about this?
- How Can I Avoid Believing Myths or Passing them on to Others?
- Into the Future: What About the Myths to Come?
- References
- Index
Product details
- No. of pages: 226
- Language: English
- Copyright: © Academic Press 2015
- Published: March 4, 2015
- Imprint: Academic Press
- eBook ISBN: 9780128017319
- Paperback ISBN: 9780128015377
About the Authors
Pedro De Bruyckere

Affiliations and Expertise
Paul A. Kirschner

Affiliations and Expertise
Casper D. Hulshof
Affiliations and Expertise
Ratings and Reviews
Latest reviews
(Total rating for all reviews)
Sandra O. Sun Sep 11 2022
Urban Myths
Well explanation book
Rolf S. Mon Jun 18 2018
Urban Myths
Authors have the expertise to deconstruct popular, but unfounded assumptions about media use in teaching and learning. Today a critical analysis of the use of digital media, especially smartphones, is needed, since many teachers, lecturers, and professors, do not throw a sceptical eye onto the enthusiastic trends of digitalization. The book selects some aspects, called Urban Myths, which are widely spread and shared by many, but nevertheless wrong, and the authors confront them with scientific empirical research and psychological theory.