Students learn best when content is relevant to their lives from "summary" of Why Don't Students Like School? by Daniel T. Willingham
The idea that students learn best when content is relevant to their lives is supported by cognitive science research. When people consider a question or solve a problem, they use information from their long-term memory. If they can't find relevant information, they are unlikely to be able to think deeply about the question. In contrast, when they can use relevant information, they are more likely to think about the question and learn from the experience. This is why students learn best when content is relevant to their lives. This principle is supported by the concept of "cognitive miserliness," which suggests that people are naturally inclined to think as little as possible. If students are not motivated to think deeply about a question, they are likely to rely on their instincts and prejudices rather than seeking out new information. When content is relevant to their lives, students are naturally more motivated to think deeply about a question and seek out new information. This makes it more likely that they will learn from the experience. Furthermore, when content is relevant to students' lives, they are more likely to see connections between what they are learning and their own experiences. This helps them to see the value of what they are learning and understand how it can be applied in real life. When content is irrelevant, students are more likely to see learning as a chore rather than a valuable experience. This can lead to disengagement and poor performance in school.- The idea that students learn best when content is relevant to their lives is supported by research in cognitive science. When content is relevant, students are more likely to think deeply about a question, seek out new information, and see the value of what they are learning. This leads to greater engagement, better performance, and a more positive attitude towards learning.
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