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Using principles of cognitive science to improve science learning in middle school: What works when and for whom?
Author(s) -
Schunn Christian D.,
Newcombe Nora S.,
Alfieri Louis,
Cromley Jennifer G.,
Massey Christine,
Merlino Joseph F.
Publication year - 2018
Publication title -
applied cognitive psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.719
H-Index - 100
eISSN - 1099-0720
pISSN - 0888-4080
DOI - 10.1002/acp.3398
Subject(s) - curriculum , psychology , cognition , mathematics education , control (management) , science education , science learning , professional development , intervention (counseling) , cognitive development , pedagogy , medical education , computer science , medicine , artificial intelligence , neuroscience , psychiatry
Summary 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.