Attention Matters: How Orchestrating Attention May Relate to Classroom Learning

Autor/inn/en	Keller, Arielle S.; Davidesco, Ido; Tanner, Kimberly D.
Titel	Attention Matters: How Orchestrating Attention May Relate to Classroom Learning
Quelle	In: CBE - Life Sciences Education, 19 (2020) 3, (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
Schlagwörter	Attention; Attention Control; Classroom Techniques; Cognitive Processes; Active Learning; Teaching Methods; Audience Response Systems; Instructional Effectiveness; Measurement Techniques + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Aufmerksamkeitstest; Klassenführung; Cognitive process; Kognitiver Prozess; Aktives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Messtechnik
Abstract	Attention is thought to be the gateway between information and learning, yet there is much we do not understand about how students pay attention in the classroom. Leveraging ideas from cognitive neuroscience and psychology, we explore a framework for understanding attention in the classroom, organized along two key dimensions: internal/external attention and on-topic/off-topic attention. This framework helps us to build new theories for why active-learning strategies are effective teaching tools and how synchronized brain activity across students in a classroom may support learning. These ideas suggest new ways of thinking about how attention functions in the classroom and how different approaches to the same active-learning strategy may vary in how effectively they direct students' attention. We hypothesize that some teaching approaches are more effective than others because they leverage natural fluctuations in students' attention. We conclude by discussing implications for teaching and opportunities for future research. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01