do you think memorizing facts is as important for students as it was in the past ?

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do you think memorizing facts is as important for students as it was in the past ?

Here are some links that might be useful to you:

https://www.edweek.org/teaching-learning/opinion-memorization-often-comes-without-understanding/2020/07

https://www.edweek.org/teaching-learning/opinion-memorization-often-comes-without-understanding/2020/07
‘Memorization Often Comes Without Understanding’ (Opinion) – Education Week
3) Memory can help students get to grade level. Kids who grow up in poverty (51 percent of those in public schools) underperform in five critical areas. Language is first, and the next two are …

https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/21/memorising-facts-keystone-learning-psychology

https://www.theguardian.com/teacher-network/teacher-blog/2012/nov/21/memorising-facts-keystone-learning-psychology
Why memorising facts can be a keystone to learning
21 nov. 2012Knowing facts helps us to place other problems into context and access higher order thinking skills. If the facts we have memorised are accurate and accessible they can be used in order to give …

https://www.edweek.org / teaching-learning / opinion-the-roles-of-memorization-in-teaching-learning / 2020 / 07

https://www.edweek.org / teaching-learning / opinion-the-roles-of-memorization-in-teaching-learning / 2020 / 07
The Roles of Memorization in Teaching & Learning – Education Week
Memorization isn’t the enemy of education. It does not kill creativity. It is not lazy teaching. It is the fuel that sparks interest and innovation. It is essential for education. It has a place …

https://www.learningscientists.org/blog/2018/2/16-1

https://www.learningscientists.org/blog/2018/2/16-1
Memorizing versus Understanding — The Learning Scientists
But it’s not that people don’t believe memory is important or necessary – it’s more that they believe understanding will naturally lead to memories being formed, without any effort to specifically commit things to memory, and practice retrieving them. As I was writing this post, I shared the quotation with Dr. Jen Coane, who also studies memory.

https://www.edutopia.org/article/how-engage-students-memory-processes-improve-learning

https://www.edutopia.org/article/how-engage-students-memory-processes-improve-learning
How to Engage Students’ Memory Processes to Improve Learning – Edutopia
They have to use their working memory, which has a very limited capacity, to follow a lecture, so stop and have them do the following: Turn and talk to a partner. Do a demonstration. Incorporate active learning or hands-on learning intermittently. Summarize or draw a picture that encompasses the main points of the learning.

https://www.theatlantic.com/education/archive/2013/09/when-memorization-gets-in-the-way-of-learning/279425

https://www.theatlantic.com/education/archive/2013/09/when-memorization-gets-in-the-way-of-learning/279425
When Memorization Gets in the Way of Learning – The Atlantic
A teacher’s quest to discourage his students from mindlessly reciting information. I once caught an 11th-grader who snuck a cheat sheet into the final exam. At first, he tried to shuffle it under …

https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies

https://news.harvard.edu/gazette/story/2019/09/study-shows-that-students-learn-more-when-taking-part-in-classrooms-that-employ-active-learning-strategies
Study shows that students learn more when taking part in classrooms …
On the other hand, a superstar lecturer can explain things in such a way as to make students feel like they are learning more than they actually are. Director of sciences education and physics lecturer Logan McCarty is the co-author of a new study that says students who take part in active learning actually learn more than they they .

https://news.harvard.edu/gazette/story/2023/02/why-we-remember-and-forget-and-what-we-can-do-about-it

https://news.harvard.edu/gazette/story/2023/02/why-we-remember-and-forget-and-what-we-can-do-about-it
Why we remember — and forget. And what we can do about it
2 févr. 2023KENSINGER: Throughout the book we use the mnemonic device of FOUR, which stands for four critical things that we must do to get information encoded into memory. First, you must Focus attention; second, you must Organize the information, then you must Understand the information, and lastly, you need to Relate it to something else that your brain …

https://www.historians.org/research-and-publications/perspectives-on-history/september-2018/why-read-emwhy-learn-history/em-(when-its-already-summarized-in-this-article)

https://www.historians.org/research-and-publications/perspectives-on-history/september-2018/why-read-emwhy-learn-history/em-(when-its-already-summarized-in-this-article)
Why Read Why Learn History | Perspectives on History | AHA
Confronting the reality that even professional historians can make mistakes reading sources on the internet, Why Learn History provides clear advice to history teachers about what they can do to improve digital media literacy. First, Wineburg says, show students how the game is played.. Instead of giving old read the …

https://www.facultyfocus.com/articles/teaching-and-learning/helping-students-memorize-tips-from-cognitive-science

https://www.facultyfocus.com/articles/teaching-and-learning/helping-students-memorize-tips-from-cognitive-science
Helping Students Memorize: Tips from Cognitive Science – Faculty Focus
Emphasize context and purpose. Ask yourself why students are being asked to memorize these facts in the first place. If students can readily answer that question and if they can picture future situations in which they will use the information, they will be better primed to remember it. Break down new vocabulary words, especially those that are …
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