Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom

Ido Davidesco, Catherine Milne

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)es4
JournalCBE life sciences education
Volume18
Issue number3
DOIs
StatePublished - Sep 1 2019

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Cognitive Science
Education
classroom
Learning
science
Research
education
instruction
learning
Students
Feedback
everyday life
coding
student

ASJC Scopus subject areas

  • Education
  • Biochemistry, Genetics and Molecular Biology(all)

Cite this

Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom. / Davidesco, Ido; Milne, Catherine.

In: CBE life sciences education, Vol. 18, No. 3, 01.09.2019, p. es4.

Research output: Contribution to journalArticle

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