Head Intl High School Science Teacher; Science-in-Society Critical Thinker; Evidence-based Educator; ex-Galaxy Astronomer; Reasoned World Optimist;đšâđŹRTs=CTđ€
Our World Frame:
Pattern's understood by Science &
The Margin contains today's Great Unknowns:
1) Origin of the Big Bang
2) Nature of Quantum Foam
3) Emergence of Life from dead matter
4) Hard Problem of Consciousness
Surrounding our highest values: Truth, Goodness & Beauty
đȘđș Europe is shifting to the right politicians â GeoUniverse
Opposition to globalization, centralized European authority & progressive social changes are currently leading in polls
Riksdagen har röstat igenom flera reformer av skolan. Ser gÀrna att nuvarande departement fÄr förnyat mandat.
âąTrygghet och studiero
âąFörbĂ€ttrat stöd i skolan
âąNya lĂ€roplaner
âąNytt betygssystem
âąTid för undervisningsuppdraget
https://t.co/4mTkqdhEXu
De Ă€mnesspecifika instruktionerna bestĂ€lldes med kort varsel och skulle skrivas pĂ„ drygt fyra mĂ„nader â mitt i semestertid. I fem av grundskolans Ă€mnen var inte en enda forskare intresserad av uppdragen. https://t.co/jV2dokknit
@MisterMag1ster Djupt oroad vad AI stÀller till med i skolan för bÄde lÀrare och elever. Att omfamna tekniken i skolan Àr pÄ sikt bekymmersamt pÄ mÄnga olika plan. https://t.co/oOgsSA34Kb
đȘđș Most European countries are losing more native-born citizens than returning...
đ±đș Luzembourg, for example, was the anti-leader in 2024...
đ§đŹ Bulgaria and đ±đč Lithuania, on the contrary, showed much better results! What are the secrets?
đšđł China launched the Shenzhou-23 spacecraft with three astronauts to its Tiangong orbital station.
One of the crew members of Shenzhou-23 will conduct an experiment on a one-year stay on the station. Currently, the standard mission lasts about six months.
"Hittills har Skolverkets lĂ€roplansavdelning frĂ€mst förmĂ„tt producera oĂ€ndligt mĂ„nga postmoderna dokument, till stor förvirring för bĂ„de lĂ€rare och elever. Ăven det skolexperimentet bör stoppas."
https://t.co/gIXByqluz2
"Iâve been quite swept up by the autism spectrum idea, and itâs only in the past 10 years or so that I have felt things have gone too far, and very slowly I have come to say, 'No, this is not right'"
Autism expert professor Uta Frith talks to @Helen_Amass
https://t.co/jqdubV5zJT
Den del av kognitionsvetenskapen som nu i enlighet med bland annat LÀrarutbildningsutredningen och LÀroplansutredningen förvÀntas fÄ större genomslag i det svenska skolvÀsendet benÀmns ofta science of learning. Det Àr ett internationellt erkÀnt, empiriskt drivet och uttalat mÄngvetenskapligt kunskapsfÀlt om hur lÀrande sker och hur undervisning kan utformas för att pÄverka lÀrandet.
Detta vet debattörerna Pernilla Nilsson och HĂ„kan Löfgren inget om (?) utan pĂ„stĂ„r att det som föreslĂ„s fĂ„ utrymme Ă€r "studier av hur hjĂ€rnan processar informationâ, nĂ„got som "kan integreras i utbildningsvetenskapen".
Sammantaget framstÄr Nilssons och Löfgrens inlÀgg som ett försvar av utbildningsvetenskapen utan nÄgon tydlig ansats att frÄga sig varför olika aktörer upplever att utbildningsvetenskaplig forskning Àr otillrÀcklig i vissa frÄgor. Den frÄga som borde stÀllas Àr varför lÀrare, skolledare, huvudmÀn och policyaktörer söker svar pÄ en rad frÄgor inom science of learning i stÀllet för inom svensk utbildningsvetenskap.
https://t.co/cMI0foWyUq
Ăntligen lyfts frĂ„gan. Center för skolutveckling i Göteborg har marknadsfört translanguaging som en framgĂ„ngsmetod. I sjĂ€lva verket Ă€r det en ideologisk konstruktion utan vetenskapligt stöd.
https://t.co/ejpf4i9jU2
@FMannerheim har rÀtt i @axesspublishing: LÀrarledd undervisning har ersatts med elevcentrerade metoder som inte fungerar. Resultat: sjunkande kunskaper o mer stök.
Skolan mÄste ÄtergÄ till tydlig undervisning dÀr lÀraren Àr kunskapsledare, inte handledare
https://t.co/c2aeFssOa3
A Norwegian neuroscientist spent 20 years proving that the act of writing by hand changes the human brain in ways typing physically cannot, and almost nobody outside her field has read the paper.
Her name is Audrey van der Meer.
She runs a brain research lab in Trondheim, and the paper that closed the argument was published in 2024 in a journal called Frontiers in Psychology. The finding is brutal enough that it should have changed every classroom on Earth.
The experiment was simple. She recruited 36 university students and put each one in a cap with 256 sensors pressed against their scalp to record brain activity. Words flashed on a screen one at a time.
Sometimes the students wrote the word by hand on a touchscreen using a digital pen, and sometimes they typed the same word on a keyboard. Every neural response was recorded for the full five seconds the word stayed on screen.
Then her team looked at the part of the data most researchers had ignored for years, which is how different parts of the brain were communicating with each other during the task.
When the students wrote by hand, the brain lit up everywhere at once.
The regions responsible for memory, sensory integration, and the encoding of new information were all firing together in a coordinated pattern that spread across the entire cortex. The whole network was awake and connected.
When the same students typed the same word, that pattern collapsed almost completely.
Most of the brain went quiet, and the connections between regions that had been alive seconds earlier were nowhere to be found on the EEG.
Same word, same brain, same person, and two completely different neurological events.
The reason turned out to be something nobody had really paid attention to before her work. Writing by hand is not one motion but a sequence of thousands of tiny micro-movements coordinated with your eyes in real time, where each letter is a different shape that requires the brain to solve a slightly different spatial problem.
Your fingers, wrist, vision, and the parts of your brain that track position in space are all working together to produce one letter, then the next, then the next.
Typing throws all of that away. Every key on a keyboard requires the exact same finger motion regardless of which letter you are pressing, which means the brain has almost nothing to integrate and almost no problem to solve.
Van der Meer said it plainly in her interviews.
Pressing the same key with the same finger over and over does not stimulate the brain in any meaningful way, and she pointed out something that should scare every parent who handed their kid an iPad.
Children who learn to read and write on tablets often cannot tell letters like b and d apart, because they have never physically felt with their bodies what it takes to actually produce those letters on a page.
A decade before her, two researchers at Princeton ran the same fight using a completely different method and ended up at the same answer. Pam Mueller and Daniel Oppenheimer tested 327 students across three experiments, where half took notes on laptops with the internet disabled and half took notes by hand, before testing everyone on what they actually understood from the lectures they had watched.
The handwriting group won by a wide margin on every question that required real understanding rather than surface recall.
The reason was hiding in the transcripts of what the two groups had actually written down.
The laptop students typed almost word for word, capturing more total content but processing almost none of it as they went, while the handwriting students physically could not write fast enough to transcribe a lecture in real time, which forced them to listen carefully, decide what actually mattered, and put it in their own words on the page.
That single act of choosing what to keep was the learning itself, and the keyboard had quietly skipped the choosing and skipped the learning along with it.
Two studies. Two countries. Same answer.
Handwriting makes the brain work. Typing lets it coast.
Every note you have ever typed instead of written went into your brain through a thinner pipe. Every meeting, every book highlight, every idea you captured on your phone instead of on paper was processed at half depth.
You did not forget those things because your memory is bad. You forgot them because typing never woke the part of the brain that would have made them stick.
The fix is the thing your grandmother already knew.
Pick up a pen. Write the thing down. The slower road is the faster one.
Ett fantastiskt temanummer om SVA publicerat i Vi LĂ€rare idag. T.ex. intervjun med Tomas Riad:
"Elever som inte har svenska som modersmÄl mÄste lÀra sig svenskans ljudsystem och befÀsta fonemen som separerade enheter. DÀrefter krÀvs explicit och metodisk fÀrdighetstrÀning sÄ att lÀsavkodningen automatiseras. Det gÀller Àven för Àldre nyanlÀnda elever
Hur lÀrare ska bedriva den hÀr undervisningen mÄste preciseras och tydliggöras, bÄde pÄ lÀrarutbildningar och i styrdokument.
För att klara sig pĂ„ ett nationellt gymnasieprogram behöver en elev kunna 10 000â15 000 ord. Ska elever med utlĂ€ndsk bakgrund nĂ„ dit krĂ€vs bĂ„de systematisk ordinlĂ€rning och en effektivare lĂ€sundervisning.
â LĂ€sning Ă€r det realistiska sĂ€ttet för dem att fĂ„ ett tillrĂ€ckligt stort ordförrĂ„d, givet deras utgĂ„ngslĂ€ge."
https://t.co/6AN9PpLmlH
NÀr jag skrev pÄ X om förstelÀrarreformen blev responsen enorm. LÀrare frÄn hela landet hörde av sig. MÄnga beskrev att reformen skapat misstÀnksamhet, hierarkier och splittring pÄ skolan snarare Àn professionell utveckling. Det bekrÀftas i forskningen.
https://t.co/m6kc0fv6ff
https://t.co/G3wyC5sy2v Skriver om att god lĂ€sförmĂ„ga riskerar att bli en spetskompetens: âLĂ€rarnas kamp för att fĂ„ studenterna att ens öppna en bok Ă€r ingen slump, utan en direkt konsekvens av den svenska skolans mĂ„nga problemâ.