{"id":36711,"date":"2026-10-13T08:47:23","date_gmt":"2026-10-13T06:47:23","guid":{"rendered":"https:\/\/educationalevidence.com\/?p=36711"},"modified":"2026-10-13T08:51:47","modified_gmt":"2026-10-13T06:51:47","slug":"problem-solving-or-the-stoning-of-mental-schemas","status":"publish","type":"post","link":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/","title":{"rendered":"Problem-Solving or the stoning of mental schemas"},"content":{"rendered":"

Photo: jessica olivella<\/span><\/a> – Pexels<\/p>\n

 <\/p>\n

License Creative Commons <\/a><\/p>\n

\"\"<\/strong><\/a><\/p>\n

 <\/p>\n

David Rabad\u00e0<\/strong><\/a><\/p>\n

 <\/p>\n

Problem-solving<\/strong> in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons. To achieve this, teaching needs to combine different approaches, taking into account both the cognitive processes and the emotional and social factors that influence learning.<\/p>\n

At certain stages and for certain purposes, the behaviourist approach has proved effective. A classic example is practising addition and multiplication tables in the early years of primary education. Choral and systematic repetition helps to automate basic skills which, once consolidated, free up cognitive resources for more complex tasks. When elementary operations have been thoroughly learnt, working memory is not overloaded, and pupils can concentrate on solving higher-level problems without being held back by simple calculations. However, learning cannot be reduced to mechanical repetition. Students are not blank slates or sponges that passively absorb information. Deep learning requires thinking, rethinking, retrieving and applying what has been learnt in varied contexts<\/strong>. At this point, direct instruction<\/strong> plays a fundamental role. The teacher, as a specialist in their subject, should explicitly guide the early stages of learning, providing clear models of how to approach a task or solve a problem. This process is supported by instructional scaffolding<\/strong>, which involves providing support tailored to the pupil\u2019s level so that they can first master basic skills before tackling more complex ones. As the student becomes more autonomous, this support is gradually withdrawn. This avoids both overprotection and the premature withdrawal of support\u2014two extremes that hinder the consolidation of the cognitive schemas needed to solve problems successfully.<\/p>\n

Within this framework, tutoring is a key tool<\/strong>. Group tutoring makes it possible to identify common difficulties and reinforce shared learning, while individualised tutoring is essential when a pupil falls behind or does not know where to start. Nevertheless, relying exclusively on individualised tutoring would be a mistake: it is costly, difficult to implement equitably, and risks creating excessive dependence if not managed properly. A balanced combination of both forms is therefore the most realistic and effective option.<\/p>\n

A frequently undervalued factor is family involvement<\/strong>. When parents take an active part in the educational process, providing time, support and follow-up, outcomes tend to improve markedly. Conversely, a lack of attention, boundaries and affection is often associated with a sharp decline in academic performance. Children need to feel loved and supported; setting clear boundaries together with displays of affection helps to provide emotional security, an essential prerequisite for facing cognitive challenges. Otherwise, the absence of this support can lead to feelings of loneliness, low self-esteem and self-blame in the face of error. Under these conditions, any learning method is seriously hampered. Pupils tend to abandon challenges before even attempting them, developing attitudes of disinterest, indiscipline or avoidance. From a holistic perspective on behaviour, such as that proposed by Gestalt psychology, these phenomena can be understood as a whole, although understanding them does not always mean knowing how to correct them effectively in the classroom. When a student lacks the necessary prior knowledge, they do not know what to look for or how to recognise when they have reached a valid solution. In such cases, individualised tutoring is once again essential to show them where to begin, how to analyse the problem and what steps to follow. From there, the teacher can help them build mental models that can be transferred to similar situations. A particularly effective strategy is to break complex problems down into smaller, manageable steps, explicitly showing the reasoning process. All of this applies both to personal and academic contexts.<\/p>\n

We can conclude that problem-solving and the consolidation of effective cognitive schemas require a plural and well-structured approach to teaching<\/strong>. No teaching method, when applied in isolation, guarantees success. The combination of automation, direct instruction, scaffolding, balanced tutoring and family involvement provides a solid foundation for pupils to learn to think, persevere and solve problems with autonomy and confidence.<\/p>\n

\n

Source:\u00a0educational EVIDENCE<\/strong><\/p>\n

Rights:\u00a0Creative Commons<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.<\/p>\n","protected":false},"author":4,"featured_media":36847,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_FSMCFIC_featured_image_caption":"","_FSMCFIC_featured_image_nocaption":"","_FSMCFIC_featured_image_hide":"","footnotes":""},"categories":[213],"tags":[2499,4765,4766,4767],"class_list":["post-36711","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-cover","tag-direct-instruction","tag-instructional-scaffolding","tag-problem-solving","tag-tutoring"],"yoast_head":"\nProblem-Solving or the stoning of mental schemas - Educational Evidence<\/title>\n<meta name=\"description\" content=\"Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Problem-Solving or the stoning of mental schemas - Educational Evidence\" \/>\n<meta property=\"og:description\" content=\"Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/\" \/>\n<meta property=\"og:site_name\" content=\"Educational Evidence\" \/>\n<meta property=\"article:published_time\" content=\"2026-10-13T06:47:23+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2026-10-13T06:51:47+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/aula.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"900\" \/>\n\t<meta property=\"og:image:height\" content=\"600\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"educational EVIDENCE\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"David Rabad\u00e0\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#article\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/\"},\"author\":{\"name\":\"educational EVIDENCE\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#\\\/schema\\\/person\\\/91a8797f56f6a2e7ba6fd6297739bbf1\"},\"headline\":\"Problem-Solving or the stoning of mental schemas\",\"datePublished\":\"2026-10-13T06:47:23+00:00\",\"dateModified\":\"2026-10-13T06:51:47+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/\"},\"wordCount\":708,\"commentCount\":0,\"publisher\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#organization\"},\"image\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2026\\\/09\\\/aula.jpg\",\"keywords\":[\"Direct Instruction\",\"instructional scaffolding\",\"problem-solving\",\"tutoring\"],\"articleSection\":[\"Cover\"],\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#respond\"]}]},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/\",\"name\":\"Problem-Solving or the stoning of mental schemas - Educational Evidence\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#website\"},\"primaryImageOfPage\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#primaryimage\"},\"image\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#primaryimage\"},\"thumbnailUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2026\\\/09\\\/aula.jpg\",\"datePublished\":\"2026-10-13T06:47:23+00:00\",\"dateModified\":\"2026-10-13T06:51:47+00:00\",\"description\":\"Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.\",\"breadcrumb\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#breadcrumb\"},\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"ReadAction\",\"target\":[\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/\"]}]},{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#primaryimage\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2026\\\/09\\\/aula.jpg\",\"contentUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2026\\\/09\\\/aula.jpg\",\"width\":900,\"height\":600},{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/problem-solving-or-the-stoning-of-mental-schemas\\\/#breadcrumb\",\"itemListElement\":[{\"@type\":\"ListItem\",\"position\":1,\"name\":\"Portada\",\"item\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/\"},{\"@type\":\"ListItem\",\"position\":2,\"name\":\"Problem-Solving or the stoning of mental schemas\"}]},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#website\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/\",\"name\":\"Educational Evidence\",\"description\":\"\",\"publisher\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#organization\"},\"potentialAction\":[{\"@type\":\"SearchAction\",\"target\":{\"@type\":\"EntryPoint\",\"urlTemplate\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/?s={search_term_string}\"},\"query-input\":{\"@type\":\"PropertyValueSpecification\",\"valueRequired\":true,\"valueName\":\"search_term_string\"}}],\"inLanguage\":\"en-US\"},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#organization\",\"name\":\"Educational Evidence\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/\",\"logo\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#\\\/schema\\\/logo\\\/image\\\/\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2023\\\/07\\\/educational_evidence_logo_horitzontal_blanc_negatiu.png\",\"contentUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/uploads\\\/2023\\\/07\\\/educational_evidence_logo_horitzontal_blanc_negatiu.png\",\"width\":3508,\"height\":1090,\"caption\":\"Educational Evidence\"},\"image\":{\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#\\\/schema\\\/logo\\\/image\\\/\"}},{\"@type\":\"Person\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/en\\\/#\\\/schema\\\/person\\\/91a8797f56f6a2e7ba6fd6297739bbf1\",\"name\":\"educational EVIDENCE\",\"image\":{\"@type\":\"ImageObject\",\"inLanguage\":\"en-US\",\"@id\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/litespeed\\\/avatar\\\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1791364807\",\"url\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/litespeed\\\/avatar\\\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1791364807\",\"contentUrl\":\"https:\\\/\\\/educationalevidence.com\\\/wp-content\\\/litespeed\\\/avatar\\\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1791364807\",\"caption\":\"educational EVIDENCE\"},\"sameAs\":[\"https:\\\/\\\/educationalevidence.com\\\/\"],\"url\":\"\"}]}<\/script>\n<!-- \/ Yoast SEO plugin. -->","yoast_head_json":{"title":"Problem-Solving or the stoning of mental schemas - Educational Evidence","description":"Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.","robots":{"index":"index","follow":"follow","max-snippet":"max-snippet:-1","max-image-preview":"max-image-preview:large","max-video-preview":"max-video-preview:-1"},"canonical":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/","og_locale":"en_US","og_type":"article","og_title":"Problem-Solving or the stoning of mental schemas - Educational Evidence","og_description":"Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.","og_url":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/","og_site_name":"Educational Evidence","article_published_time":"2026-10-13T06:47:23+00:00","article_modified_time":"2026-10-13T06:51:47+00:00","og_image":[{"width":900,"height":600,"url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/aula.jpg","type":"image\/jpeg"}],"author":"educational EVIDENCE","twitter_card":"summary_large_image","twitter_misc":{"Written by":"David Rabad\u00e0","Est. reading time":"5 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#article","isPartOf":{"@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/"},"author":{"name":"educational EVIDENCE","@id":"https:\/\/educationalevidence.com\/en\/#\/schema\/person\/91a8797f56f6a2e7ba6fd6297739bbf1"},"headline":"Problem-Solving or the stoning of mental schemas","datePublished":"2026-10-13T06:47:23+00:00","dateModified":"2026-10-13T06:51:47+00:00","mainEntityOfPage":{"@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/"},"wordCount":708,"commentCount":0,"publisher":{"@id":"https:\/\/educationalevidence.com\/en\/#organization"},"image":{"@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#primaryimage"},"thumbnailUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/aula.jpg","keywords":["Direct Instruction","instructional scaffolding","problem-solving","tutoring"],"articleSection":["Cover"],"inLanguage":"en-US","potentialAction":[{"@type":"CommentAction","name":"Comment","target":["https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#respond"]}]},{"@type":"WebPage","@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/","url":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/","name":"Problem-Solving or the stoning of mental schemas - Educational Evidence","isPartOf":{"@id":"https:\/\/educationalevidence.com\/en\/#website"},"primaryImageOfPage":{"@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#primaryimage"},"image":{"@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#primaryimage"},"thumbnailUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/aula.jpg","datePublished":"2026-10-13T06:47:23+00:00","dateModified":"2026-10-13T06:51:47+00:00","description":"Problem-solving in the classroom is one of the most complex and, at the same time, most decisive tasks in education. It is not simply a matter of pupils arriving at the correct answer, but of acquiring solid mental schemas that enable them to deal successfully with new situations, including their own personal demons.","breadcrumb":{"@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#primaryimage","url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/aula.jpg","contentUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2026\/09\/aula.jpg","width":900,"height":600},{"@type":"BreadcrumbList","@id":"https:\/\/educationalevidence.com\/en\/problem-solving-or-the-stoning-of-mental-schemas\/#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Portada","item":"https:\/\/educationalevidence.com\/en\/"},{"@type":"ListItem","position":2,"name":"Problem-Solving or the stoning of mental schemas"}]},{"@type":"WebSite","@id":"https:\/\/educationalevidence.com\/en\/#website","url":"https:\/\/educationalevidence.com\/en\/","name":"Educational Evidence","description":"","publisher":{"@id":"https:\/\/educationalevidence.com\/en\/#organization"},"potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/educationalevidence.com\/en\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/educationalevidence.com\/en\/#organization","name":"Educational Evidence","url":"https:\/\/educationalevidence.com\/en\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/educationalevidence.com\/en\/#\/schema\/logo\/image\/","url":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/07\/educational_evidence_logo_horitzontal_blanc_negatiu.png","contentUrl":"https:\/\/educationalevidence.com\/wp-content\/uploads\/2023\/07\/educational_evidence_logo_horitzontal_blanc_negatiu.png","width":3508,"height":1090,"caption":"Educational Evidence"},"image":{"@id":"https:\/\/educationalevidence.com\/en\/#\/schema\/logo\/image\/"}},{"@type":"Person","@id":"https:\/\/educationalevidence.com\/en\/#\/schema\/person\/91a8797f56f6a2e7ba6fd6297739bbf1","name":"educational EVIDENCE","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/educationalevidence.com\/wp-content\/litespeed\/avatar\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1791364807","url":"https:\/\/educationalevidence.com\/wp-content\/litespeed\/avatar\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1791364807","contentUrl":"https:\/\/educationalevidence.com\/wp-content\/litespeed\/avatar\/e9888a11dc51b117a0209ebd4a5f884d.jpg?ver=1791364807","caption":"educational EVIDENCE"},"sameAs":["https:\/\/educationalevidence.com\/"],"url":""}]}},"_links":{"self":[{"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/posts\/36711","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/comments?post=36711"}],"version-history":[{"count":6,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/posts\/36711\/revisions"}],"predecessor-version":[{"id":37188,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/posts\/36711\/revisions\/37188"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/media\/36847"}],"wp:attachment":[{"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/media?parent=36711"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/categories?post=36711"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/educationalevidence.com\/en\/wp-json\/wp\/v2\/tags?post=36711"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}