Do Students Need to Memorize Facts in the Digital Age?

In this article, the authors present their opposing views on whether students need to memorize facts in the digital age. One author contends that it is foolhardy to expect students to develop procedural knowledge (processes) without the underlying declarative knowledge (facts). The other says that a...

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Bibliographic Details
Published inLearning and leading with technology Vol. 37; no. 5; pp. 6 - 7
Main Authors Mahoney, Robert E, Knowles, Carmela Curatola
Format Journal Article
LanguageEnglish
Published International Society for Technology in Education 01.02.2010
Subjects
Age Groups
Brain
Cognitive Processes
Critical Thinking
Long Term Memory
Memorization
Recall (Psychology)
Short Term Memory
Thinking Skills
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Summary:In this article, the authors present their opposing views on whether students need to memorize facts in the digital age. One author contends that it is foolhardy to expect students to develop procedural knowledge (processes) without the underlying declarative knowledge (facts). The other says that analyzing always takes precedence over memorizing and it is the foundation of critical-thinking skills. She argues that if people rely on memorization strategies, they are reinforcing only short-term storage of pathways and this leads to disconnects between messages, images, and memory recollection.
ISSN:1082-5754