"How Obvious": Personal reflections on the database of educational psychology and effective teaching research

From a personal perspective, the author reflects upon the notion that many research findings appear falsely to possess the quality of being "obvious". Specific attention is given to the topic of teacher effectiveness. The feeling that findings are obvious can be related to the following: t...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2005-12, Vol.25 (6), p.681-700
Main Author: Yates, Gregory C. R.
Format: Article
Language:English
Subjects:
Bias
Biological and medical sciences
Direct instruction
Discovery Learning
Educational Psychology
Educational Research
Fundamental and applied biological sciences. Psychology
Learning
Misconceptions
Opinion papers
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Research methodology
Research tools
Statistical Bias
Teacher Effectiveness
Teachers
Teaching methods
Validity
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Summary:From a personal perspective, the author reflects upon the notion that many research findings appear falsely to possess the quality of being "obvious". Specific attention is given to the topic of teacher effectiveness. The feeling that findings are obvious can be related to the following: the false consensus effect, self-serving cognition, hindsight bias, base-rate neglect, illusory correlations, and the fundamental computational bias. The author suggests ways in which teacher effectiveness findings can be used, and notes how one "obvious" notion, that discovery learning produces more meaningful learning than direct instruction, is a fundamental misconception.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410500345180