Chalk & Talk Rebuilding teacher training through cognitive science with Jonas Linderoth (Ep 60)
Dec 5, 2025
In this engaging discussion, Jonas Linderoth, a Professor of Education and advocate for cognitive science in teaching, shares insights on how the Swedish educational reforms of the 1990s impacted teacher status and student outcomes. He reflects on his journey from supporting constructivism to critiquing it based on research findings. Linderoth also addresses the skepticism surrounding cognitive science in teacher training and highlights teachers' positive responses to research-backed strategies. His optimism shines through as he discusses grassroots movements for evidence-based practices in education.
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Goals-Based Reform Shifted Teaching Methods
- Sweden's 1990s reforms replaced state-prescribed teaching with broad goal-based steering and local choice of methods.
- Jonas Linderoth argues this shift implicitly excluded explicit direct instruction and promoted constructivist approaches over teacher-led methods.
From Constructivist Believer To Skeptic
- Jonas describes how he initially embraced constructivist ideals during his PhD and didn't question his professors.
- His game-based learning research later revealed students mainly learned to play games, not the intended curricular content.
Public Critique Triggered Academic Backlash
- Jonas published a public critique and apology for promoting 1990s educational ideas, which provoked strong backlash from many education academics.
- The debate revealed deep divides and defensive responses, including claims that constructivism never existed in Swedish education.
