It’s estimated that only about 10 percent of K-12 schools teach computer science. Some companies are trying to fill a void in American public education by teaching kids computer programming basics. The push comes amid projections that there will be far more tech sector jobs than computer science graduates to fill them.
Annie Murphy Paul
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Many studies show that engaging in reciprocal back-and-forth conversations gives children a chance to try out language for themselves, and also gives them the sense that their thoughts and opinions matter.
Clever tools can even allow us to measure and monitor our own progress. Newly awash in data, the question becomes: What do we do with this information?
Playing an action video game “can virtually eliminate” the gender difference in a basic capacity researchers call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill.
For thousands of years, people have known that the best way to understand a concept is to explain it to someone else. “While we teach, we learn,” said the Roman philosopher Seneca. Now scientists are bringing this ancient wisdom up to date, documenting exactly why teaching is such a fruitful way to learn — and designing innovative ways for young people to engage in instruction.
The science of learning can offer some surprising and useful perspectives on how we guide and educate young people. Things like our perception of “smart,” relationships between students and educators, sleep, and use of technology can have profound effects on intelligence.
The deep reading of books and the information-driven reading we do on the web are very different, both in the experience they produce and in the capacities they develop. Recent research has demonstrated that deep reading—slow, immersive, rich in sensory detail and emotional and moral complexity—is a distinctive experience, different in kind from the mere decoding of words.