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Teaching the science of learning

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

Authors

Yana Weinstein

Megan A. Sumeracki



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 Mar 28, 2024
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

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