Options
Stefan T. Siegel
Title
Dr.
Last Name
Siegel
First name
Stefan T.
Email
stefan.siegel@unisg.ch
ORCID
Phone
+41 71 224 7591
Homepage
Twitter
https://twitter.com/StefanTSiegel
Google Scholar
Now showing
1 - 10 of 36
-
PublicationBildungsmythen entlarvt(Zentrum für Hochschul- und Wissenschaftsdidaktik (ZHW) der Universität Regensburg, 2024-02-15)Du bist ein visueller Lerntyp. Wir nutzen nur 10 % unseres Gehirns. Die beste Lehre ist wertneutral. Bildungsmythen treten oft in Form von Phrasen und Plattitüden auf. Obwohl viele dieser fragwürdigen Annahmen über Bildungsphänomene nicht empirisch belegt sind, sind sie tendenziell weit verbreitet, hartnäckig, und haben es irgendwie geschafft, ins Alltagswissen aufgenommen zu werden (De Bruyckere et al., 2020; Sinatra & Jacobson, 2019). Diese Mythen können zwar einem Körnchen Wahrheit entsprungen sein, doch sie können problematisch sein, besonders dann, wenn Lehrende unbewusst ihnen entsprechend handeln oder sie sogar verbreiten. "Einer der Vorteile davon, besser zu verstehen, wie wir den Bullshit anderer zurückweisen können, ist, dass wir dadurch ein besseres Bewusstsein für unseren eigenen Bullshit lernen können" (Pennycook et al., 2015, S. 26). Genau wie in anderen Bereichen existieren auch im Bereich der Bildung viele Mythen und zweifelhafte Annahmen. Bildungsmythen sind Überzeugungen [über Lehr-und Lernphänomene], die vertreten werden,Type: digital resourceJournal: lehrblick. Inspirationen für gute Hochschullehre
-
PublicationDiscussing Good Ideas, Bad Ideas, and the Things in Between about Sustainability Education with International Experts – Launching the Sustainability Education Podcast( 2024-06-01)In sustainability education, ideas and assumptions exist that sound plausible, but that are at least questionable or even dangerous at a closer look (Siegel, 2024). In this podcast, I want to discuss myths and facts about sustainability education, and the things in between. For this purpose, I invite world-leading experts on environmental and sustainability education, educational psychology and myth and misinformation research.Type: digital resourceJournal: Evidence-informed Sustainability Education (EvSusEd) - Beyond Ideology - From Insight to Impact
-
PublicationType: digital resourceJournal: Evidence-informed Sustainability Education (EvSusEd)
-
PublicationEducational Myths Debunked(Center for University and Academic Teaching Excellence (ZHW) at Universität Regensburg, 2024-02-15)This guest article addresses the prevalence and problems of educational myths, such as the assumption that we only use 10% of our brains or the misconception that multitasking is an efficient learning strategy. Such myths, although widespread and often regarded as common knowledge, are often scientifically unfounded and can lead to ineffective methods, waste of ressources and disappointments in educational practice. Educational psychology research shows that these myths are common not only among laypeople but also among education professionals, which emphasises the need to take a closer look at questionable ideas about teaching-learning phenomena. The article also discusses the challenge of scrutinising myths and the reasons for their emergence (e.g., cognitive biases). Preventive measures such as "immunisation" against myths, identification using heuristics and targeted debunking are proposed as possible solutions. These strategies should help to expose dubious assumptions and replace them with evidence-based practices. The article emphasises the importance of ongoing professional development and educational research to effectively combat educational myths and invites people to critically question and arm themselves against persistent myths with sound facts.Type: digital resourceJournal: lehrblick. Inspirationen für gute Hochschullehre
-
PublicationEpisode 4 - John Cook( 2024-08-15)In this episode of the Sustainability Education Podcast, John Cook discusses the cognitive psychology of climate science denial, emphasizing the importance of countering misinformation. He delves into various types of myths and misconceptions about climate change and sustainability education. The conversation explored the difficulties in falsifying / fact-checking sustainability education-related claims versus climate science myths. Cook notes that sustainability topics often involve less settled science, making them more challenging to fact-check compared to the well-established areas of climate science. He shares insights into educational strategies for addressing myths and misinformation, particularly through his creation of the Cranky Uncle Game, which employs humor and gamification to foster critical thinking skills. Cook advocated for integrating sustainability education into broader educational frameworks to combat misinformation effectively. He emphasized the importance of not only teaching the facts, but also debunking misinformation within educational settings to enhance learning and critical thinking.Type: digital resourceJournal: Sustainability Education Podcast
-
PublicationFrom Hieroglyphs to Hyperlinks: Why Knowledge Management Is as Old as Time and Not a New Phenomenon( 2024-06-18)Personal Knowledge Management (PKM) is often portrayed and perceived as a modern phenomenon, especially in the context of the so-called digital age and the information age. However, the roots of PKM are ancient, extending back to the earliest forms of human communication and record-keeping. This blog post aims to show that knowledge management is, in fact, as old as time.Type: digital resourceJournal: NoteLab. Developing Ideas through Evidence-informed Note-making
-
PublicationLess is More.( 2024-03)Type: digital resourceJournal: NoteLab. Developing Ideas through Evidence-informed Note-making
-
PublicationType: digital resourceJournal: Evidence-informed Sustainability Education (EvSusEd)
-
PublicationNo Hercules Needed: Why Incrementally Crafting Your Knowledge Management System Beats Massive, One-time Efforts( 2024-09-12)Developing a Personal Knowledge Management System (PKMS)—an ecosystem for your ideas, notes, and organizational tools—is best achieved through small, consistent actions rather than massive, one-time efforts. PKM systems are dynamic and adaptive, continuously evolving to accommodate gradual improvements (Forte, 2021; Siegel, 2024). A common misconception is that establishing a PKM system requires a Herculean, one-time effort—a complete overhaul of your digital life to create a perfect, complete system from scratch. This dysfunctional belief that building a PKMS must be a gargantuan task can lead to procrastination, demotivation, and often complete avoidance of PKM practices (Forte, 2021). In this text a show why incrementally crafting your knowledge management system beats massive, one-time efforts.Type: digital resourceJournal: NoteLab. Developing Ideas Through Evidence-informed Note-Making
-
PublicationOn (Dis)Agreeing Well in Mythbusting( 2024-06-21)The line between myth and fact can often be challenging to discern. This ambiguity regularly fuels heated discussion in educational and popular discourses about concepts like direct instruction, power-posing, and emotional intelligence (Siegel, 2024b). To foster critically constructive interactions marked by appreciation, empathy, and authenticity (Rogers, 1957), it is valuable to understand and be able to use different forms of (dis)agreeing with others—and sometimes even with oneself. Although it is goal and context dependent what well means, professional mythbusters should strive to use forms of (dis)agreeing that add value to a discussion.Type: digital resourceJournal: Evidence-informed Sustainability Education (EvSusEd)