Gruskin Kathryne, Griffin Mariah, Bansal Sonaskshi, Dickinson-Frevola Stephanie, Dykeman Ashlee, Groce-Volinski Desiree, Henriquez Keydy, Kardas Maya, McCarthy Aileen, Shetty Aman, Staccio Brandon, Geher Glenn, Eisenberg Ethan
Department of Psychology, State University of New York at New Paltz, New Paltz, NY 12561, USA.
Behav Sci (Basel). 2025 Jan 20;15(1):92. doi: 10.3390/bs15010092.
There is a rapidly growing body of research in the field of evolutionary educational psychology that examines children's evolved motivational and educational inclinations as they relate to modern learning and schooling. It is generally agreed that schools are inherently mismatched with how children of our species evolved to learn, thereby contributing to difficulty learning and associated adverse schooling outcomes. Many researchers argue that, by making small changes to schools that help to better align instructional methods and childhood as a whole with our species' evolved learning mechanisms, we can lessen the negative impacts from evolutionary mismatch and create better outcomes for modern students. In order to create effective change, there must be collaborative work done by parents, teachers, and school administrators. This paper delineates the roles of these stakeholders in elementary education with respect to creating more evolutionarily relevant systems. A research-based toolkit is proposed to guide these stakeholders in evolutionizing the elementary education system.
在进化教育心理学领域，有越来越多的研究在探讨儿童与现代学习和学校教育相关的进化而来的动机和教育倾向。人们普遍认为，学校本质上与我们人类物种进化而来的学习方式不匹配，从而导致学习困难以及相关的不良学校教育结果。许多研究人员认为，通过对学校进行一些小的改变，使教学方法和整个童年经历与我们物种进化而来的学习机制更好地契合，我们可以减轻进化不匹配带来的负面影响，并为现代学生创造更好的结果。为了实现有效的变革，家长、教师和学校管理人员必须共同努力。本文阐述了这些利益相关者在基础教育中对于创建更符合进化规律的系统所扮演的角色。提出了一个基于研究的工具包，以指导这些利益相关者对基础教育系统进行进化改进。
