Neuroscientists have revealed that the most of our learning is implicit. In light of this revelation, we as educators have to help learners to make their implicit learning explicit by appropriate instructional strategies. Further, by conducting an assessment with open-ended questions, mainly as recognition tests, learners’ implicit learning can be appropriately evaluated; that is, we are assessing learners’ higher-order thinking/learning.
http://www.macrothink.org/journal/index.php/jse/article/view/8521/6926
On your statement:
"Neuroscientists have revealed that the most of our learning is implicit."
M. Polanyi talked about Tacit Knowledge. For example, if I know how to drive a manual transmission car, the knowledge on how to drive an automatic car is in a way implicit.
It is knowledge that is implicit and not the process of 'learning".
Hence, perhaps, your statement above may need to (1) substantiated with references from neuroscientists (2) re-stated more accurately with what actually those specific neuroscientists demonstrated.
When our learning is implicit, our evaluation of learners cannot be appropriate. This is owed to the fact that transfer of learning from the instructor to the learner affects the learner's output. Thus our implicit learning affects our evaluation.
- Badges
- Science topic
- Similar topics
- Education