Michael Thomas and Cathy Rogers discuss the potential contribution of the science of learning to the educational challenges presented by the COVID-19 crisis, in a new article appearing in Prospects (The UNESCO Comparative Journal of Curriculum, Learning, and Assessment).
In the COVID-19 crisis, the science of learning has two different responsibilities:
- to offer guidance about how best to deal with the impact of the current situation, including lockdown and home-schooling;
- to consider bigger questions about what this large-scale educational experiment might mean for the future.
The first part of this Viewpoint article summarises advice for parents on mental health, and on becoming stand-in-teachers.
The second part, taking the longer view, considers the potential negative impact of the COVID-19 crisis in increasing inequality in education; but also the potential positive impact of driving innovations in technology use for educating children.
