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Understanding the effects of education through the lens of biology
npj Science of Learning ( IF 4.2 ) Pub Date : 2018-10-01 , DOI: 10.1038/s41539-018-0032-y
H Moriah Sokolowski 1 , Daniel Ansari 1
Affiliation  

Early educational interventions aim to close gaps in achievement levels between children. However, early interventions do not eliminate individual differences in populations and the effects of early interventions often fade-out over time, despite changes of the mean of the population immediately following the intervention. Here, we discuss biological factors that help to better understand why early educational interventions do not eliminate achievement gaps. Children experience and respond to educational interventions differently. These stable individual differences are a consequence of biological mechanisms that support the interplay between genetic predispositions and the embedding of experience into our biology. Accordingly, we argue that it is not plausible to conceptualize the goals of educational interventions as both a shifting of the mean and a narrowing of the distribution of a particular measure of educational attainment assumed to be of utmost importance (such as a standardized test score). Instead of aiming to equalize the performance of students, the key goal of educational interventions should be to maximize potential at the individual level and consider a kaleidoscope of educational outcomes across which individuals vary. Additionally, in place of employing short-term interventions in the hope of achieving long-term gains, educational interventions need to be sustained throughout development and their long-term, rather than short-term, efficacy be evaluated. In summary, this paper highlights how biological research is valuable for driving a re-evaluation of how educational success across development can be conceptualized and thus what policy implications may be drawn.



中文翻译:

从生物学的角度理解教育的影响

早期教育干预旨在缩小儿童之间成绩水平的差距。然而,早期干预并不能消除人群中的个体差异,并且尽管干预后人群平均值发生了变化,但早期干预的效果往往会随着时间的推移而逐渐消失。在这里,我们讨论有助于更好地理解为什么早期教育干预不能消除成绩差距的生物学因素。儿童对教育干预的体验和反应不同。这些稳定的个体差异是生物机制的结果,这些机制支持遗传倾向和将经验嵌入到我们的生物学中之间的相互作用。因此,我们认为,将教育干预的目标概念化为均值的变化和被认为是最重要的特定教育程度衡量标准(例如标准化考试分数)的分布的缩小是不合理的。 。教育干预的主要目标不应是旨在均衡学生的表现,而应是最大限度地发挥个人的潜力,并考虑个人差异的千变万化的教育成果。此外,教育干预措施需要在整个发展过程中持续进行,并评估其长期而不是短期的功效,而不是为了实现长期收益而采用短期干预措施。总之,本文强调了生物学研究对于推动重新评估如何概念化跨发展的教育成功以及可能得出的政策影响的价值。

更新日期:2018-10-01
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