Translating Facts Into Knowledge
Abstract
Many education systems have a tendency to be limiting and rigid. These systems teach children to value facts over knowledge and routine and repetition over playfulness and curiosity to seek knowledge. How can we unleash our children's imagination and permit them to use play and other creative tools as a means of learning? This article proposes new ways to tackle this old problem.
Citing Literature
Number of times cited: 1
- Emma Browning and Jill Hohenstein, The use of narrative to promote primary school children's understanding of evolution, Education 3-13, 43, 5, (530), (2015).
