There is pretty broad agreement that the pandemic was a net negative for learning among children. Schools are an obvious breeding ground for viruses, with hundreds or thousands of students crammed into the same building, moving to different groups in different classes, and with teachers being systematically exposed to many different students while they spray them with their possibly virus-laden droplets.  Wearing masks, social distancing, and using plexiglass barriers reduces the spread, but not enough if we are in the middle of a pandemic surge. Only vaccines will make schools truly safe.

So it was reasonable, especially in the early days of the pandemic, to convert schooling to online classes until the pandemic was under control. The problem was – most schools were simply not ready for this transition. The worst problem were those student who did not have access to a computer and the internet from home. The pandemic helped expose and exacerbate the digital divide. But even for students with good access, the experience was generally not good. Many teachers were not prepared to adapt their classes for online learning. Many parents did not have ability to stay at home with their kids to monitor them. And many children were simply bored and not learning.

This is a classic infrastructure problem. Many technologies do not function well in a vacuum. You can’t have cars without roads, traffic control, licensing, safety regulations, and fueling stations. Mass online learning also requires significant infrastructure that we simply didn’t have.

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The idea that all life on Earth is related through a nested hierarchy of branching evolution, occurring over billions of years through entirely natural processes, is one of the biggest ideas ever to emerge from human science. It did not just emerge whole cloth from the brain of Charles Darwin, it had been percolating in the scientific community for decades. Darwin, however, put it all together in one long compelling argument. Alfred Wallace independently came up with essentially the same conclusion, although did not develop it as far as Darwin.

On the Origin of Species was published in 1859, and it quickly won over the scientific community, with natural selection acting on variation becoming the dominant working hypothesis. But that, of course, was not the end of the story, only the beginning. If Darwin’s ideas were wrong, they would have slowly withered from lack of confirming evidence. But they were largely correct, even insightful. The last 162 years of research and observation have confirmed to an extraordinary degree the core ideas that life is related through branching connections, and that natural selection is a primary driving force of evolution. The theory has also evolved quite a bit, and is now a mature and complex scientific discipline sitting on top of mountains of evidence, including fossils, genetics, comparative anatomy, developmental biology, and direct observation. The basic fact of evolution could have been falsified thousands of times over, but it has survived every time – because it is essentially true.

Acceptance of the basic tenets of evolutionary theory, therefore, is a good litmus test for any modern society. Of what, exactly, is another question, but certainly something is going wrong if the population does not accept this overwhelming scientific consensus. The US ranks second from the bottom (only Turkey is worse) in terms of accepting evolutionary theory. Researchers have been tracking the statistics for decades, and now some of the lead researchers in this field have published data from 1985 to 2020 (sorry it’s behind a paywall). There are some interesting details to pull from the numbers.

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The issue of genetically modified organisms is interesting from a science communication perspective because it is the one controversy that apparently most follows the old knowledge deficit paradigm. The question is – why do people reject science and accept pseudoscience. The knowledge deficit paradigm states that they reject science in proportion to their lack of knowledge about science, which should therefore be fixable through straight science education. Unfortunately, most pseudoscience and science denial does not follow this paradigm, and are due to other factors such as lack of critical thinking, ideology, tribalism, and conspiracy thinking. But opposition to GMOs does appear to largely result from a knowledge deficit.

A 2019 study, in fact, found that as opposition to GM technology  increased, scientific knowledge about genetics and GMOs decreased, but self-assessment increased. GMO opponents think they know the most, but in fact they know the least.  Other studies show that consumers have generally low scientific knowledge about GMOs. There is also evidence that fixing the knowledge deficit, for some people, can reduce their opposition to GMOs (at least temporarily). We clearly need more research, and also different people oppose GMOs for different reasons, but at least there is a huge knowledge deficit here and reducing it may help.

So in that spirit, let me reduce the general knowledge deficit about GMOs. I have been tackling anti-GMO myths for years, but the same myths keep cropping up (pun intended) in any discussion about GMOs, so there is still a lot of work to do. To briefly review – no farmer has been sued for accidental contamination, farmers don’t generally save seeds anyway, there are patents on non-GMO hybrid seeds, GMOs have been shown to be perfectly safe, GMOs did not increase farmer suicide in India, and use of GMOs generally decreases land use and pesticide use.

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I have written previously about the fact that the scientific evidence does not support the notion that different people have different inherent learning styles. Despite this fact, the concept remains popular, not only in popular culture but among educators. For fun a took the learning style self test at educationplanner.org. It was complete nonsense. I felt my answer to all the forced-choice questions was “it depends.” In the end I scored 35% visual, 35% auditory, and 30% kinesthetic, from which the site concluded I was a visual-auditory learner.

Clearly we need to do a better job of getting the word out there – forget learning styles, it’s a dead end. The Yale Poorvu Center for Teaching and Learning has done a nice job of summarizing why learning styles is a myth, and makes a strong case for why the concept is counterproductive.

The idea is that individual people learn better if the material is presented in a style, format, or context that fits best with their preferences. The idea is appealing because, first, everyone likes to think about themselves and have something to identify with. But also it gives educators the feeling that they can get an edge by applying a simple scheme to their teaching. I also frequently find it is a convenient excuse for lack of engagement with material.

There are countless schemes for separating the world into a limited number of learning styles. Perhaps the most popular is visual, auditory, vs kinesthetic. But there are many, and the Yale site lists the most popular. They include things such as globalists vs. analysts, assimilators vs. accommodators, imaginative vs. analytic learners, non-committers vs. plungers. If you think this is all sounding like an exercise in false dichotomies, I agree.

Regardless of why people find the notion appealing, or which system you prefer, the bottom line is that the basic concept of learning styles is simply not supported by scientific evidence.

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This should come as no surprise to any parent – children appear to prefer books that are loaded with causal information, meaning they address the questions of why, not just what.  That children have a preference for causal information has already been established in the lab, but the new study claims to be the first to show this effect outside the lab in a more real-world setting.

The study itself adds only a small bit of information, but is useful as far as it goes. The researchers had adult volunteers read two books to 48 children. The books were carefully matched in every way, except one book gave information about animals, while the other book also gave explanations for why animals had the traits and behaviors that they do. The children seemed to engage equally with both books, but afterwards expressed a clear preference for the book rich with causal information.

This is a reasonable confirmation of the laboratory-based research, but really doesn’t go that far. What we would like to know is if this stated preference predicts anything concrete. Are children more likely to read books with causal information, to read them longer, to absorb and retain more information, etc.? Does that affect their academic performance later in life?  It makes sense that it would, but we need evidence to be sure.

We do know that reading aloud to young children is associated with better literacy outcomes. Simply having more books in the home is linked to better academic achievement (although this kind of data is rife with confounding factors, like socioeconomic status). Early academic skills, like reading, predict later academic success. Therefore anything that increases children’s motivation and enjoyment of reading is likely to have a positive effect. The hope is that information like this will allow for better targeting of books to children to engage their reading.

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While we are all shuttering at home, especially as the weeks drag on, many people are looking for some constructive things to do. Of course some of use can work from home, others have essential jobs and still have to go to work, but even then we are spending the rest of the time at home rather than going out. This has been a boon to streaming services, but also has changed perceptions about certain online activities, including telehealth, telemental health, online conferences, and online learning. Since we are basically forced to do this, some who were resistant to such things are learning that it’s not so bad. I do wonder how long this effect will last. Will this be a short-lived phase and we quickly revert to our past attitudes and standards, or will this permanently change the world? We’ll know in a few years.

Meanwhile, it’s good to know empirically if online learning, for example, is as effective as in person learning. This has already been the subject of many studies, and a recent study adds to the list. A 2010 meta-analysis of such research found that online learning was superior to traditional in person learning in terms of outcomes. However, these conclusions were criticized because the studies focused on well-prepared college students and may not generalize to the underprivileged or the general population. Overall the research shows that online learning is at least equivalent to in person learning, and may be superior in some cases.

The recent study is in line with this general trend in the research. This is what they did:

The experiment involved 325 second-year engineering students from resource-constrained universities. Students took two courses hosted by the national Open Education platform. Before the start of the course, they were randomly divided into three groups. The first group studied in person with the instructor at their university, the second group watched online lectures and attended in-person discussion sections (i.e., a blended modality), and the third group took the entire course online and communicated with instructors at the course’s forum.

They found that all three groups had the same learning as measured by testing. However, the online group had slightly higher grades on assignments, but slightly lower overall satisfaction.  The lower satisfaction was related to unfamiliarity with online learning and some difficulty with self-time management. This suggests that online students need some structure and support.

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When I was in high school in the 1970s, computers were just entering the school environment. We had a small computer lab with embarrassingly primitive computers by today’s standards, but at the time they were cool. I remember using one very simple DOS-based program that taught the user how to use chemical nomenclature. It was a simple game where you get asked to solve a problem and then are given immediate feedback. I was impressed at how quick my learning curve was using this simple individualized feedback mechanism. Basically this was a video game designed to teach one skill, and it worked really well.

At the time, and really ever since, I figured that in the near future schools and education would be transformed by this technology. Now, four decades later, I am surprised at how little such technology has been incorporated into the classroom. My teen-aged self would be shocked.

For sure there is great educational software out there. But they are mostly commercial products intended to use at home. If you want to learn a language, or improve your child’s reading skills, there are apps for that. It is still a lot less than I would have figured, and less than it should be. And what’s missing is a comprehensive virtual educational curriculum designed for use by schools. The bottom line is that I don’t think we are leveraging this technology as much as we should, by at least an order of magnitude.

I was reminded of this by a recent study that finds that young children learn basic math skills more quickly from an AI virtual character.  What they call “parasocial” interaction (because it is with a virtual character powered by AI) improved the math skills of children beyond computer learning without the virtual character.

I am seeing moves in this direction. Certainly many schools (those with adequate resources) have access to computers for their students, and often they are incorporated into their assignments. I have a daughter in college and another still in highschool, so I just witnessed a standard public education in a fairly affluent part of the country. My overall assessment is that computer learning is an afterthought. It has not been integrated into the learning experience. Their education was and is still essentially based on teachers and text-books. This style of education is obsolete, and extremely inefficient compared to what it can be.

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Like many activist skeptics I have spoken to, on several occasions I have been summoned to jury duty, which was a short-lived experience. On voir dire I was asked what I do and the fact that I host a skeptical podcast came up. This lead to my almost instantaneous dismissal. Lawyers, apparently, don’t want a skeptical jury. They want jurors they can manipulate. Likewise, politicians often appreciate a pliable electorate, willing to internalize whatever slogan or propaganda they feed them. Democracy, however, functions best when citizens are informed and can think critically about the information politicians and their government are feeding them.

This is why there is so much hand-wringing over what many feel is a crisis of “fake news.” As is often pointed out, fake news is nothing new, but we do seem to be entering an era of “truth decay.” Media contains more appeals to emotion, and fewer verifiable facts. Social media is certainly playing a role in this, but of course it is complicated to fully define this. The prevailing question is – what do we do about it?

As CNN reports, Finland’s answer is to do something radical – teach media literacy to all citizens. As CNN also points out, Finland is a small homogeneous country with a particular culture and national identity, which means we cannot simply extrapolate their experience to other countries. The media landscape in the US, for example, is very different. But, there is also likely considerable overlap in the challenges being faced. Finland also faces Russian propaganda exploits, and is dealing with the same array of social media outlets as everyone else.

What is media literacy? The National Association for Media Literacy Education (which ironically has the horrible acronym NAMLE), defines media literacy as:

The ability to ACCESS, ANALYZE, EVALUATE, CREATE, and ACT using all forms of communication.

One example of good communication would be, for example, not overusing all caps. But seriously, the goal is essentially to teach critical thinking in the context of consuming all media. This goal might be familiar to the readers of this blog. This is also the exact topic of my recent book, The Skeptics’ Guide to the Universe: How to know what’s really real in a world increasingly full of fake. The subtitle is another way to frame media literacy.

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The usual caveats apply – this is one study in a limited context showing only correlation and using a psychological construct. I also have to be careful because the study confirms what I already believe. Having said all that, it is interesting and is probably telling us something about people with extreme political views, especially when other research is considered.

The study involves individuals with radical political beliefs, as measured by a standard questionnaire. It has already been established that those with more extreme beliefs espouse greater confidence in their knowledge and beliefs. However, it is not clear how much this is due to an overconfidence bias vs a failure of metacognition. In other words – do people who are overconfident about their political beliefs like to portray themselves to others as being confident, or do they simply lack insight into the correctness of their own beliefs (a metacognitive failure). The current study tests the latter factor.

The researchers, lead by Steven Flemming at University College London, looked at, “two independent general population samples (n = 381 and n = 417).” He gave them a challenge in which they had to estimate the number of dots on two images, and decide which one had more. They also had to say how confident they were in their judgement. Further, if they got the answer wrong, they were given further information in the form of another image with dots which should have helped them improve their estimate. They were then asked to restate their confidence.

The study found that those with more radical political views indicated higher confidence in their choices, even when they were wrong, and less of a tendency to update their confidence with new information. In other words – you might say they are opinionated and stubborn.  This comes as absolutely no surprise if you have ever interacted with someone with extreme political views.

What this study cannot tell us about is the arrow of cause and effect. One possibility is that those who lack the metacognitive ability to properly assess and correct their own confidence levels will tend to fall into more extreme views. Their confidence will allow them to more easily brush off dissenting opinions and information, more nuanced and moderate narratives, and the consensus of opinion.

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Are you a visual learner or an auditory learner? Perhaps you learn best when studying material hands on. Or perhaps it doesn’t matter, and the entire concept of different people having different learning styles is not valid.

A new study adds to the pile of those that find little evidence to support the notion of learning styles, but we’ll get to that shortly.

The basic concept is that different people have different strengths and weaknesses that relate directly to how well they learn new information. Further, these strengths and weaknesses can be codified into specific styles, that can then be measured in some valid way. Finally, if you teach a student material in their preferred style, their outcomes will be superior to if they are taught the same material in a manner not in line with their preferred style.

Layered on top of this basic concept are different hypothesized schemes of learning styles – different ways to break up learning strategies. There are visual vs verbal learners, or perhaps abstract vs personal, more or less interactive, problem-solving, etc. One researcher estimated that there are more permutations of different learning styles than there are people on Earth. So really we have to ask – is the basic concept of learning styles valid, and if so which learning style scheme is more helpful?

The answer appears to be no and none.

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