How to bust educational neuromyths? Emphasise what works Neuromyths are seductive for good reasons: they tend to address teachers’ needs by Jessica Massonnié / November 4, 2019
Does curiosity drive learning? Students who believe they’re on the verge of understanding may be more eager to learn by Dwyer Gunn / July 19, 2019
Encouraging children to work together and to develop their metacognition Chris Frith explains why children need to learn to judge how good they are at doing things Interview by Sabine Gysi / June 29, 2018
Thinking about thinking What is metacognition and how can it help students learn? by Annie Brookman-Byrne / June 22, 2018
“We need a much deeper understanding of the nature of learning” Alex Beard discusses institutionalized learning and how culture influences the way we teach our children Interview by Caroline Smrstik Gentner / June 6, 2018
Feedback helps kindergartners monitor their performance However, not all types of feedback benefit all children by Mariëtte van Loon / June 1, 2018
Accurate self-monitoring is an essential skill Claudia Roebers explains how over-confidence impacts children's learning and why it is hard to improve self-assessment Interview by Cathrin Jerie / April 10, 2017
“A highly adaptable organ that allows us to make sense of the world” Neuroscientist Lutz Jäncke talks about the major changes that take place in the brain during puberty and what they mean for our interactions Interview by Eveline von Arx / September 7, 2016
