Coordination Funds

创造和促进持久的知识是教育的一个主要目标。学校和其他教育机构应使学习者能够获得长期保存的知识，最好是终身保存的知识，他们可以在需要时灵活使用。在心理学和教育科学中，关于知识获取的研究往往旨在确定教学和学习过程的特点，这些特点促进获取在当前学习阶段之后很长一段时间内仍然可用和可获取的知识，并可用作进一步学习的基础。然而，尽管人们普遍认为持久学习是学习科学的关键问题之一，但心理学和教育科学的实证研究几乎完全集中在相对较短时间内的学习成果上。几乎没有任何系统的研究，更不用说全面的理论解释了，存在的信息可以为关于如何设计学校的学习和教学以创造持久知识的建议提供信息。考虑到实验室实验表明，提高短期保留的条件往往不同于促进长期学习的条件，这项研究是迫切需要的。拟议的研究单位将有助于缩小这一知识差距。在研究单位，持久学习被理解为学习，防止快速（指数）下降的记忆中获得的知识，使学生能够应用获得的知识。建议的研究是基于一个共同的概念框架，结合了有意义的（生成）学习的原则，在学习中的理想困难的研究。在九个项目中，学习环境的作用，学习者的特点，以及他们在持久学习的相互作用进行了检查。我们专注于三个主要的理想的学习困难（检索实践，分布式学习和交叉学习）对长期学习和迁移的影响，结合教学干预，支持有意义的（生成）学习。所有项目都将以学校（小学和中学）的实验干预研究为基础，这些研究将利用生物、数学、德语和物理等学科的学习材料。除了心理学方面的专门知识外，在编写教材时还将考虑这些学科的教学专门知识。通过这种方式，研究单位预计将作出重大贡献，在教育背景下持久学习的理论的发展。

Creating and promoting lasting knowledge is a major goal of education. Schools and other educational institutions are expected to enable learners to acquire knowledge that is preserved for a long time, ideally for a lifetime, which they can use flexibly whenever needed. In psychological and educational sciences, research on knowledge acquisition often aims at identifying characteristics of instruction and learning processes that promote the acquisition of knowledge that remains available and accessible beyond the current learning session over long periods of time and can be used as the basis for further learning. Yet, despite the broad consensus that lasting learning is one of the key issues of the learning sciences, empirical research in psychology and the educational sciences has almost exclusively focused on learning outcomes within relatively short periods of time.Thus, hardly any systematic research—let alone a comprehensive theoretical account—exists that could inform recommendations on how learning and instruction at school should be designed to create lasting knowledge. Considering that laboratory experiments indicating the conditions that enhance short-term retention often differ from conditions that promote long-term learning, this research is desperately needed. The proposed research unit will contribute to closing this knowledge gap. In the research unit, lasting learning is understood as learning that prevents the rapid (exponential) decline of acquired knowledge in memory and that enables students to apply the acquired knowledge. The proposed research is based on a common conceptual framework that combines research on desirable difficulties in learning with the principle of meaningful (generative) learning. In nine projects, the roles of learning settings, learner characteristics, and their interactions in lasting learning are examined. We focus on the effects of three major desirable difficulties in learning (retrieval practice, distributed learning, and interleaved learning) on long-term learning and transfer, combined with instructional interventions that support meaningful (generative) learning. All projects will be based on experimental intervention studies in schools (primary and secondary level), which will draw on learning materials from the subjects of biology, mathematics, German and physics. In addition to psychological expertise, didactic expertise in these subjects will also be considered in the development of the materials. In this way, the research unit is expected to make a significant contribution to the development of a theory of lasting learning in educational contexts.