ABSTRACT
Telling students how they learn will not stand up in efficacy to letting them discover how they learn. This assertion can be tested when a classroom is turned into a laboratory where data can be accumulated and confirmed regarding how people learn (see Appendix Figure A.10). The “student as knowledge maker” principle is perhaps a fresher handle than student as constructivist, but the meaning is the same. For instance, recent research has shown that students fail to use study strategies that would work better in favor of long-term memory failures such as reading the information over and over. Could it be that though they have been told how to study more effectively they rejected the advice, not having had the opportunity to discover the method on their own scientifically?
