Why teachers shouldn’t bother reading education research
There is currently pressure for education to become an “evidence-based” profession and for teachers to read and participate in education research. I argue that teachers shouldn’t invest their time in education research and suggest that understanding cognitive science is a far more fruitful use of time.
Gary teaches physics having previously been an academic physicist. He has an interest in education research and cognitive psychology, and is currently writing physics textbooks that make use of principles from cognitive science.