Keynote at the 8th Annual Learning and Teaching Conference, University of Glasgow: Robert A Duke.
In 1959, Jerome Bruner correctly observed that "The school boy learning physics is a physicist, and it is easier for him to learn physics by behaving like a physicist than doing anything else" (1960, p. 72). Since that time, research in psychology and neuroscience has deepened our understanding of the fundamental principles of human learning. Yet much of what we do in public and private education at all levels of instruction seems to effectively ignore these principles. What’s up with that?
