Teaching the science of learning

Weinstein, Yana and Madan, Christopher R. and Sumeracki, Megan A. (2018) Teaching the science of learning. Cognitive Research: Principles and Implications, 3 (2). pp. 1-17. ISSN 2365-7464

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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
RIS ID: https://nottingham-repository.worktribe.com/output/906972
Keywords: Education, Learning, Memory, Teaching
Schools/Departments: University of Nottingham, UK > Faculty of Science > School of Psychology
Identification Number: https://doi.org/10.1186/s41235-017-0087-y
Depositing User: Madan, Christopher
Date Deposited: 07 Dec 2017 14:48
Last Modified: 04 May 2020 19:28
URI: http://eprints.nottingham.ac.uk/id/eprint/48517

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