Thursday, 29 June 2017

Still recruiting - please get in touch!

I am looking for the final few participants for my fMRI study about science and maths reasoning.

I need boys in year 7 and year 10 to come in and take part for two hours. It involves a science and maths task, plus some other tasks that measure executive functions. Participants don't have to be good at science or maths, we just want to see what happens inside their brain when they are trying to reason about science and maths.

Participants get travel expenses paid for themselves and their parent or guardian. They also get £20 as a thank you.

Please get in touch if you'd like to find out more!


Tuesday, 27 June 2017

Broad Inquiry

I am really pleased to be featured on the Broad Inquiry website. The Broad Inquiry project hosts profiles of women in science, technology, engineering, and maths. It aims to showcase the interesting work that women are doing, while providing some information about what life is like as a scientist. Any woman in STEM is eligible to sign up to be featured, so I encourage everyone else to do the same. Find out more here.

Monday, 12 June 2017

The myth of learning styles

In March, an open letter in the Guardian, led by Professor Bruce Hood, aimed to raise awareness of the myth of learning styles. Learning styles refers to the idea that individuals have preferences for learning in certain domains (auditory or visual for example), and learn better when information is presented in their preferred domain. A summary of the (lack of) evidence for this approach can be found on the Centre for Educational Neuroscience website, in the centre's series on neuromyths.

The open letter sparked debate in The Psychologist magazine, when Professor Rita Jordan responded. Jordan questioned the evidence presented, championed an individualised approach to education, and suggested that giving lectures to teachers about the myth was not helpful. Hood, on behalf of all co-signatories, responded in turn, emphasising that the original letter referred to a general educational approach, and arguing that giving talks to teachers might help them to recognise pseudoscience.

I decided to write to The Psychologist too. Firstly, I wanted to make clear that those of us who argue against learning styles are not calling for a depersonalised approach to education. There may be some important negative effects of teaching according to learning styles: that students do not get to practice other ways of learning, and that they may miss out on material that is better learnt another way. Surely educators should be challenging pupils to improve in all domains. Arguing against learning styles is therefore not arguing against the notion of individualisation, rather it is arguing against the use of this specific approach which may be detrimental.

I also wanted to advocate for increased discussion between researchers and teachers. Scientists giving lectures to educators is one way in which knowledge can be exchanged, but of course there are other approaches too. Collaborations between teachers and researchers are increasingly common, and anything that encourages communication between both groups is to be commended and encouraged.

Finally, it's important to remember that the adoption of learning styles is not cost-free. Schools pay out large sums of money to have someone tell them how to utilise this approach in their classrooms. Given the lack of money in schools, this could certainly be spent better elsewhere. As the original open letter argued: "any activity that draws upon resources of time and money that could be better directed to evidence-based practices is costly and should be exposed and rejected".