Teaching the science of learning

Weinstein, Yana and Madan, Christopher R. and Sumeracki, Megan A. (2017) Teaching the science of learning. Cognitive Research: Principles and Implications . ISSN 2365-7464 (In Press)

[img] PDF - Repository staff only - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (50MB)

Abstract

The science of learning has made a considerable contribution to our understanding of effective teaching and learning strategies. However, few instructors outside of the field are privy to this research. In this Tutorial Review, we focus on six specific cognitive strategies that have received robust support from decades of research: spaced practice, interleaving, retrieval practice, elaboration, concrete examples, and dual coding. We describe the basic research behind each strategy and relevant applied research, present examples of existing and suggested implementation, and make recommendations for further research that would broaden the reach of these strategies.

Item Type: Article
Keywords: Education, Learning, Memory, Teaching
Schools/Departments: University of Nottingham, UK > Faculty of Science > School of Psychology
Depositing User: Madan, Christopher
Date Deposited: 07 Dec 2017 14:48
Last Modified: 08 Dec 2017 22:17
URI: http://eprints.nottingham.ac.uk/id/eprint/48517

Actions (Archive Staff Only)

Edit View Edit View