Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom
Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom
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DOI：
10.1187/cbe.18-12-0240
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发表时间：
2019-09-01
影响因子：
3.7
通讯作者：
Milne, Catherine
中科院分区：
文献类型：
--
作者：
Davidesco, Ido;Milne, Catherine
关于学习和教学的认知科学研究往往与基于学科的研究没有直接联系。为了缩小这一差距，本文整合了这两个领域的研究五个学习和教学策略：主动检索，分布式（间隔）学习，双重编码，具体的例子，反馈和评估。这些策略可以显着提高科学教学的有效性，但他们通常没有找到自己的方式进入本科课堂。这些策略的实施说明通过本科科学课程的非专业称为科学在我们的生活。本课程为学生提供机会，利用科学信息来解决现实世界的问题，并将科学视为日常生活的一部分。
Cognitive science research on learning and instruction is often not directly connected to discipline-based research. In an effort to narrow this gap, this essay integrates research from both fields on five learning and instruction strategies: active retrieval, distributed (spaced) learning, dual coding, concrete examples, and feedback and assessment. These strategies can significantly enhance the effectiveness of science instruction, but they typically do not find their way into the undergraduate classroom. The implementation of these strategies is illustrated through an undergraduate science course for nonmajors called Science in Our Lives. This course provides students with opportunities to use scientific information to solve real-world problems and view science as part of everyday life.