Model of educational reconstruction

How Learning Happens | Seminal Works in Educational Psychology and Wha

How Learning Happens introduces 28 giants of educational research and their findings on how we learn and what we need to learn effectively, efficiently, and

What Exactly is Acquired During Skill Acquisition? | Request PDF

Request PDF | What Exactly is Acquired During Skill Acquisition? | In this paper we propose that the term skill acquisition, as commonly used in traditional psychology, and the philosophy, education, movement... | Find, read and cite all the research you need on ResearchGate

A Beginner's Guide to Culture Science

Also known as "memetics", it's the study of the narratives that shape human behavior, and how they propagate & evolve

Why Some Students Learn Faster

A hypothesis about teaching and learning

Why Some Students Learn Faster

A hypothesis about teaching and learning

Unlocking Scientific Concepts: How Effective Are LLM-Generated Analogies for Student Understanding and Classroom Practice?

Teaching scientific concepts is essential but challenging, and analogies help students connect new concepts to familiar ideas. Advancements in large language models (LLMs) enable generating analogies, yet their effectiveness in education remains underexplored. In this paper, we first conducted a two-stage study involving high school students and teachers to assess the effectiveness of LLM-generated analogies in biology and physics through a controlled in-class test and a classroom field study. Test results suggested that LLM-generated analogies could enhance student understanding particularly in biology, but require teachers’ guidance to prevent over-reliance and overconfidence. Classroom experiments suggested that teachers could refine LLM-generated analogies to their satisfaction and inspire new analogies from generated ones, encouraged by positive classroom feedback and homework performance boosts. Based on findings, we developed and evaluated a practical system to help teachers generate and refine teaching analogies. We discussed future directions for developing and evaluating LLM-supported teaching and learning by analogy.

Opinion | My Students Can’t Read

The generational collapse in literacy is measurable, persistent, and likely to get worse.

The Hidden Role of Software in Educational Research: Policy to Practice|eBook

Educational research often discounts the uniqueness and ubiquity of software and the hidden political, economic and epistemological ways it impacts teaching and learning in K-12 settings. Drawing on theories and methodologies from English education, critical discourse analysis, multimodal...

Description not evaluation - The Cynefin Co

One of the things I am enjoying at the moment is the way a lot of things are coming together conceptually.   It happens like this when you develop or repurpose knowledge from different sources.  Individual practices and ideas make sense in their own right.  Then you read more, practice more, and the various origins […]

Learning Outside the Brain: Integrating Cognitive Science and Systems Biology

Learning is commonplace in organisms such as ourselves and even in organisms as far distant as the bee and the octopus. Such learning is implemented by brains, or neuronal networks, and has been extensively studied within ethology, psychology, cognitive science, and neuroscience. Whether learning also takes place in nonneuronal settings has remained a matter of sustained controversy, too often dominated by ideological views. In this survey, I will explain how learning can be rigorously interpreted as a form of information processing and then explore the evidence for whether learning also takes place in organismal contexts outside the brain, such as physiology, development, and individual cells. I will try to explain why it is important to build bridges in this way between cognitive science and systems biology, why concepts and methods from various branches of engineering may be helpful in this task, and what the eventual impact may be on how we think about the organism.

Math Academy

The Math Academy curriculum and pedagogy leverage cutting-edge cognitive learning theory. Why? Because it’s been studied extensively, backed up and proven to work. We aren’t providing edu-tainment. This isn’t enrichment. We teach math as if we were training a professional athlete or musician, or anyone looking to acquire a skill to the highest degree possible. This is real work for a student who is serious about learning math. We expect every student using our system to actually master the material, and do it efficiently and effectively.

Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. Here, we show that practicing retrieval produces greater gains in meaningful learning than elaborative studying with concept mapping. The advantage of retrieval practice generalized across texts identical to those commonly found in science education. The advantage of retrieval practice was observed with test questions that assessed comprehension and required students to make inferences. The advantage of retrieval practice occurred even when the criterial test involved creating concept maps. Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.