Evidence Takes Precedence Over Trends in Alberta’s New Curriculum

Commentary

It is a common goal among educators and parents to teach children a cohesive body of knowledge, which includes significant historical facts and events. However, education elites have long been devoted to theories that diminish the importance of acquiring knowledge, such as discovery-learning, experiential learning, inquiry-based learning, constructivist learning, and more recently, 21st-century learning.

While these theories may sound appealing, the reality is that they are not effective. Advocates believe that critical thinking can be developed without first mastering a foundation of knowledge, presenting a false choice between rote memorization and deeper learning. However, the truth is that both elements are essential for fostering critical thinking skills.

This issue lies at the core of the debate surrounding the Alberta government’s recently launched K-6 social studies curriculum.

Research on how the brain functions supports this notion. Studies show that minimally guided instruction is less effective than approaches emphasizing guidance in the student learning process. A solid foundation of knowledge is crucial for students to develop strong reasoning skills.

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Despite this evidence, many teachers are unaware of it. Research has shown that unguided approaches do not work, yet many educators continue to advocate for them. This was the case for former teacher Daisy Christodoulou, who discovered conflicting evidence during her teaching career that contradicted the theories she had been taught. This experience led her to write Seven Myths of Education to expose the evidence that had been concealed from her.

In 2019, the Alberta government challenged the trend of “discovery learning,” but faced opposition from the teachers’ union and education boards. While there was some compromise in the final curriculum, it did move in a positive direction.

It is crucial for Alberta to continue resisting the push for ineffective teaching methods. Discovery learning is not effective and does not align with the goal of fostering critical thinking skills. British Columbia’s adoption of this approach has demonstrated negative outcomes, with students lacking essential knowledge and critical thinking capabilities.

Alberta’s stand against the prevailing trends in curriculum development is commendable. While there may be resistance from influential parties, the government must persist in promoting evidence-based teaching methods and breaking the cycle of ineffective education strategies.

Views expressed in this article are opinions of the author and do not necessarily reflect the views of The Epoch Times.