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Bringing Cognitive Science into Education, and Back Again: The Value of Interdisciplinary Research
Author(s) -
McNamara Danielle S.
Publication year - 2006
Publication title -
cognitive science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.498
H-Index - 114
eISSN - 1551-6709
pISSN - 0364-0213
DOI - 10.1207/s15516709cog0000_77
Subject(s) - memphis , value (mathematics) , citation , library science , psychology , computer science , botany , machine learning , biology
Most fields reach a stage when the basic science has developed to a point where it can be naturally expanded to real-world applications. Much of cognitive science has reached that level of maturity. The signs that the time is ripe for more cognitive scientists to make their mark on educational practice are abundant. Some signs are conceptual. We have developed over the past half century a basic understanding of many cognitive processes. Some signs are more tangible, such as a growing number of organizations, journals, conferences, publications, and, in particular, funding opportunities that focus on the application of cognitive theory to educational practice. About 15 years ago, the notion of applying cognitive science to educational practice was budding, as evidenced by some government funding, such as ONR, and funding from private agencies such as the Mellon Foundation and the McDonnell foundation’s Cognitive Studies for Educational Practice (CSEP) program. Since that time, the trend to fund cognitive-based educational projects has grown. Currently, both the National Science Foundation and the Institute of Education Sciences (and others) fund a number of programs that center on projects that apply cognitive theory to educational problems. A prime example is the Cognitive and Student Learning (CASL) research program, featured in the 2006 March and May issues of the APS Observer. This program explicitly encourages researchers to test cognitive principles in educational settings. But, what business does a cognitive scientist have in the classroom? Usually, none. A great deal of expertise is required to venture out into classroom settings. The hard knocks of classroom research can be avoided by training from those who have already been there, and this type of training is usually not provided in typical cognitive science programs. More importantly, the cognitive scientist shouldn’t go at it alone because cognitive theory by itself has generally proven insufficient to cover the host of variables that come into play when considering socially dynamic settings. Very rarely does a cognitive theory apply directly to classroom. And Cognitive Science 30 (2006) 605–608 Copyright © 2006 Cognitive Science Society, Inc. All rights reserved.