Coordination Funds

创造和推广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该使学习者能够获得长期保存的知识，最好是终身保存，他们可以在需要的时候灵活地使用这些知识。在心理和教育科学中，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，以促进在当前学习阶段之后长期保持可获得和可获得的知识，并可用作进一步学习的基础。然而，尽管人们普遍认为持续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的时间内的学习结果。因此，几乎没有任何系统的研究--更不用说全面的理论账户--能够为如何设计学校的学习和教学以创造持久的知识提供建议。考虑到实验室实验表明增强短期记忆的条件通常与促进长期学习的条件不同，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。在研究单元中，持久学习被理解为防止所获得的知识在记忆中迅速(指数)下降并使学生能够应用所获得的知识的学习。拟议的研究基于一个共同的概念框架，该框架将对学习中理想困难的研究与有意义(生成性)学习的原则相结合。在九个项目中，研究了学习环境、学习者特征及其相互作用在持续学习中的作用。结合支持有意义(生成性)学习的教学干预，我们重点研究了学习中的三个主要期望困难(提取练习、分布式学习和交错学习)对长期学习和迁移的影响。所有项目都将以学校(小学和中学)的实验干预研究为基础，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业知识外，这些科目的教学专业知识也将在材料的编写过程中得到考虑。通过这种方式，预计研究单位将对在教育背景下发展持久学习理论作出重大贡献。

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.