That’s a broad question. Specific examples: what is it about my brain that makes some topics (e.g. math) hard to absorb and others (e.g. languages) easier. How does the traditional lecture format compare to so-called experiential learning (students are set a problem to solve and given access to conceptual tools that may help solve it), in terms of retention, comprehension etc.
Constructivism to name only one theory holds roughly that knowledge is always created anew, not transferred. (Note in particular the section “Influence on computer science”.) Consider how this theory would change your predictions on what kinds of settings work well or poorly for learning.
That’s a broad question. Specific examples: what is it about my brain that makes some topics (e.g. math) hard to absorb and others (e.g. languages) easier. How does the traditional lecture format compare to so-called experiential learning (students are set a problem to solve and given access to conceptual tools that may help solve it), in terms of retention, comprehension etc.
Constructivism to name only one theory holds roughly that knowledge is always created anew, not transferred. (Note in particular the section “Influence on computer science”.) Consider how this theory would change your predictions on what kinds of settings work well or poorly for learning.