Department of Teaching and Learning, New York University, New York, NY 10003.
Department of Psychology, New York University, New York, NY 10003.
CBE Life Sci Educ. 2019 Sep;18(3):es4. doi: 10.1187/cbe.18-12-0240.
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.
学习与教学的认知科学研究通常与学科基础研究没有直接联系。为了缩小这一差距，本文整合了这两个领域的研究，探讨了五种学习与教学策略：主动检索、分布式（间隔）学习、双重编码、具体实例和反馈与评估。这些策略可以显著提高科学教学的效果，但它们通常不会出现在本科生的课堂上。通过一门名为“我们生活中的科学”的非专业本科生科学课程，展示了这些策略的实施。本课程为学生提供了使用科学信息解决现实问题的机会，使他们将科学视为日常生活的一部分。
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