Using Principles of Cognitive Science to Improve Science Learning in Middle School: What Works When and for Whom?

Autor/inn/en	Schunn, Christian D.; Newcombe, Nora S.; Alfieri, Louis; Cromley, Jennifer G.; Massey, Christine; Merlino, Joseph F.
Titel	Using Principles of Cognitive Science to Improve Science Learning in Middle School: What Works When and for Whom?
Quelle	In: Applied Cognitive Psychology, 32 (2018) 2, S.225-240 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schunn, Christian D.) ORCID (Newcombe, Nora S.) ORCID (Cromley, Jennifer G.) ORCID (Massey, Christine) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3398
Schlagwörter	Cognitive Science; Middle School Students; Science Education; Instructional Improvement; Learning Modules; Faculty Development; Intervention; Hands on Science + Suchen Sie Ihr Suchwort? Kognitionswissenschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Naturwissenschaftliche Bildung; Unterrichtsqualität; Learning module; Lernmodul
Abstract	Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands-on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development, active control with professional development, or business-as-usual). Two cohorts of students were followed in each arm for each setting. There were significant benefits of the cognitive science intervention, but the nature of effects varied for the two settings and curricula. For the text-based curriculum, positive effects of cognitive science modifications were concentrated in classrooms with lower proportions of underrepresented minority students. For the hands-on curriculum, there were positive effects that were not linked to school composition. Participation in the active control did not significantly improve student learning. Implications for policy and research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01