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Too True -
This is the other side of the coin. Assumptions made on the practice side limit what they believe the capacity is for learning. Cynically some say this is just an excuse, but I think there is a cultural problem in which these kinds of assumptions spread within schools or among teachers and they tend to stick. Then even teachers who might be skeptical really don't have the time, training or resources to do much in terms of questioning and formulating their own tests to see whether these limits are valid. 

Stephen Miles Uzzo, PhD.
VP, Science & Technology
New York Hall of Science
47-01 111th Street
Flushing Meadows Corona Park, NY 11368 USA
V +1.718 595.9177
F +1.718.699.5227








On Aug 30, 2011, at 12:47 PM, [log in to unmask] wrote:

> ISEN-ASTC-L is a service of the Association of Science-Technology Centers
> Incorporated, a worldwide network of science museums and related institutions.
> *****************************************************************************
> 
> I agree and, aside from the need to do good research, I would add that
> we need good design experiments.  Knowing how the brain works doesn't
> tell us how to design learning environments, to which people bring
> hugely complex histories.  On the "practice" side I've heard educators
> abdicate responsibility because a child might be "wired" a certain way
> or because it's "biology" and we can't change that.  
> 
> 
> Laura W. Martin, Ph.D.
> Senior Director of Educational Services
> Arizona Science Center
> 600 E. Washington Street
> Phoenix, AZ 85004
> (602) 253-4219 x 225
> Fax: (602) 253-4166
> 
> 

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