Teaching the science of learning
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...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Published: |
SpringerOpen
2018
|
| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/48517/ |
| _version_ | 1848797781713485824 |
|---|---|
| author | Weinstein, Yana Madan, Christopher R. Sumeracki, Megan A. |
| author_facet | Weinstein, Yana Madan, Christopher R. Sumeracki, Megan A. |
| author_sort | Weinstein, Yana |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | 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. |
| first_indexed | 2025-11-14T20:09:20Z |
| format | Article |
| id | nottingham-48517 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:09:20Z |
| publishDate | 2018 |
| publisher | SpringerOpen |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-485172020-05-04T19:28:21Z https://eprints.nottingham.ac.uk/48517/ Teaching the science of learning Weinstein, Yana Madan, Christopher R. Sumeracki, Megan A. 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. SpringerOpen 2018-01-24 Article PeerReviewed Weinstein, Yana, 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 Education Learning Memory Teaching https://cognitiveresearchjournal.springeropen.com/articles/10.1186/s41235-017-0087-y doi:10.1186/s41235-017-0087-y doi:10.1186/s41235-017-0087-y |
| spellingShingle | Education Learning Memory Teaching Weinstein, Yana Madan, Christopher R. Sumeracki, Megan A. Teaching the science of learning |
| title | Teaching the science of learning |
| title_full | Teaching the science of learning |
| title_fullStr | Teaching the science of learning |
| title_full_unstemmed | Teaching the science of learning |
| title_short | Teaching the science of learning |
| title_sort | teaching the science of learning |
| topic | Education Learning Memory Teaching |
| url | https://eprints.nottingham.ac.uk/48517/ https://eprints.nottingham.ac.uk/48517/ https://eprints.nottingham.ac.uk/48517/ |