Teaching the science of learning

Weinstein, Yana; Madan, Christopher R.; Sumeracki, Megan A.

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.

Citation

Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive Research: Principles and Implications / Cognitive Research: Principles and Implications - a SpringerOpen journal, 3(2), https://doi.org/10.1186/s41235-017-0087-y

• Journal Article Type: Article
• Acceptance Date: Dec 1, 2017
• Publication Date: Jan 24, 2018
• Deposit Date: Dec 7, 2017
• Publicly Available Date: Jan 24, 2018
• Journal: Cognitive Research: Principles and Implications
• Electronic ISSN: 2365-7464
• Publisher: Springer Verlag
• Peer Reviewed: Peer Reviewed
• Volume: 3
• Issue: 2
• DOI: https://doi.org/10.1186/s41235-017-0087-y
• Keywords: Education, Learning, Memory, Teaching
• Public URL: https://nottingham-repository.worktribe.com/output/906972
• Publisher URL: https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-017-0087-y
• Contract Date: Dec 7, 2017