Why Don't Students Like School?: A Cognitive Scientist Answers Questions About How the Mind Works and What It Means for the Classroom

Front Cover
John Wiley & Sons, Jun 10, 2009 - Education - 240 pages
9 Reviews
Easy-to-apply, scientifically-based approaches for engaging students in the classroom

Cognitive scientist Dan Willingham focuses his acclaimed research on the biological and cognitive basis of learning. His book will help teachers improve their practice by explaining how they and their students think and learn. It reveals-the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.

  • Nine, easy-to-understand principles with clear applications for the classroom
  • Includes surprising findings, such as that intelligence is malleable, and that you cannot develop "thinking skills" without facts
  • How an understanding of the brain's workings can help teachers hone their teaching skills

"Mr. Willingham's answers apply just as well outside the classroom. Corporate trainers, marketers and, not least, parents -anyone who cares about how we learn-should find his book valuable reading."
—Wall Street Journal

What people are saying - Write a review

User ratings

5 stars
4 stars
3 stars
2 stars
1 star

LibraryThing Review

User Review  - barlow304 - LibraryThing

In this fascinating book, Professor Willingham attempts to bridge the gap between what cognitive scientists have learned about the mind and what teachers do every day in school. Each chapter is shaped ... Read full review

LibraryThing Review

User Review  - markauch - LibraryThing

The is an incredibly thought provoking book. Willingham provides us with different answers to many well-known theories. He causes you to really think about what you already know and challenges us to ... Read full review

Other editions - View all

About the author (2009)

Daniel T. Willingham is professor of psychology at the University of Virginia, where he has taught since 1992. He writes the popular Ask the Cognitive Scientist column for American Educator magazine.

Bibliographic information