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‘Learning Science’ Is Critical to Understanding How Students Think, but a New Report Shows That Most Future Teachers Don’t Know It. Here Are 3 Top Takeaways

By Benjamin Riley

March 11, 2020

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Benjamin Riley is the founder and CEO of Deans for Impact, a national nonprofit organization dedicated to ensuring all students are taught by well-prepared teachers.

@benjaminjriley contributors@the74million.org

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                <h1>‘Learning Science’ Is Critical to Understanding How Students Think, but a New Report Shows That Most Future Teachers Don’t Know It. Here Are 3 Top Takeaways</h1>

                <h2></h2>

                <p class="sans">By <a rel="author" href="https://www.the74million.org/contributor/benjamin-riley/">Benjamin Riley</a></p>

                <img src="https://www.the74million.org/wp-content/uploads/2020/03/iStock-1202320093.jpg">

                <p>This story first appeared at <a href="https://www.the74million.org">The 74</a>, a nonprofit news site covering education. <a href="https://www.the74million.org/about/newsletters/?utm_source=republish-button&utm_medium=website&utm_campaign=republish">Sign up for free newsletters from The 74</a> to get more like this in your inbox.</p>

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‘Learning Science’ Is Critical to Understanding How Students Think, but a New Report Shows That Most Future Teachers Don’t Know It. Here Are 3 Top Takeaways

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