Can Student Learning Be Improved by Research in Education and Cognitive Psychology?

1988 ◽  
Vol 33 (12) ◽  
pp. 1042-1043
Author(s):  
W. J. McKeachie
Keyword(s):  
Cognitive Psychology ◽  
Student Learning ◽  
Research In Education

scholarly journals Using Students’ Concept-building Tendencies to Better Characterize Average-Performing Student Learning and Problem-Solving Approaches in General Chemistry

2020 ◽  
Vol 19 (3) ◽  
pp. ar42
Author(s):  
Regina F. Frey ◽  
Mark A. McDaniel ◽  
Diane M. Bunce ◽  
Michael J. Cahill ◽  
Martin D. Perry
Keyword(s):  
General Chemistry ◽  
Cognitive Psychology ◽  
Problem Solving ◽  
Student Learning ◽  
A Priori ◽  
Think Aloud ◽  
Psychology Laboratory ◽  
Concept Building ◽  
Laboratory Task

Students’ concept-building approaches (abstraction vs. exemplar), identified a priori with a cognitive-psychology laboratory task, have been extended to learning complex topics in general chemistry. Here, the effect concept-building approaches have on the problem-solving behaviors of average-achieving students was probed via think-aloud interviews.

Psychologies of Learning

2005 ◽  
pp. 22-47
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Cognitive Psychology ◽  
Intrinsic Motivation ◽  
Student Learning ◽  
Prior Knowledge ◽  
Human Activities ◽  
Growth And Development ◽  
Individual Growth ◽  
Stimulus Response ◽  
Primary Responsibility ◽  
Extrinsic Motivators

The primary responsibility of teachers is to promote student learning. This chapter explores the schools of educational psychology and how human activities change as a result of extrinsic motivators such as incentives, rewards, and punishments. Behaviorists advocate influencing behavior through the systematic adjustments of stimulus-response reinforcements. Cognitive psychology holds that information is more likely to be acquired, retained, and retrieved for future use if it is learner-constructed, relevant, and built upon prior knowledge. Humanist psychology focuses on individual growth and development. It stems from the theory that learning occurs primarily through reflection on personal experience, and as a result of intrinsic motivation.

scholarly journals Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Kevin L Kenney ◽  
Heather Bailey
Keyword(s):  
College Students ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Student Performance ◽  
Retrieval Practice ◽  
Final Exam ◽  
Psychology Course ◽  
Improve Student Learning

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work such that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.

The Effects of Framing Grades on Student Learning and Preferences

2012 ◽  
Vol 39 (3) ◽  
pp. 176-180 ◽  
Author(s):  
Nicole J. Bies-Hernandez
Keyword(s):  
Decision Making ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Framing Effect ◽  
Grading System ◽  
Grading Systems ◽  
Course Syllabi ◽  
System Experiment ◽  
Psychology Courses ◽  
Psychology Course

Two experiments examined whether framing effects, in terms of losses and gains, can be extended to student learning and grading preferences. In Experiment 1, participants rated psychology course syllabi to investigate preferences for differently framed grading systems: a loss versus gain grading system. The results showed a clear framing effect with more negative impressions of the loss grading system. Experiment 2 demonstrated that framing a grading system in terms of losses negatively influenced learning in actual psychology courses, as this group earned lower grades. This study has potential implications for decision-making theories in cognitive psychology as well as for teaching psychological courses.

scholarly journals An Intervention-Based Active Learning Strategy Employing Principles of Cognitive Psychology

2015 ◽  
Author(s):  
Gaganpreet Sidhu ◽  
Seshasai Srinivasan
Keyword(s):  
Cognitive Psychology ◽  
Active Learning ◽  
Student Learning ◽  
Learning Strategy ◽  
Intervention Strategy ◽  
Group Problem Solving ◽  
Engineering Mathematics ◽  
Effective Intervention Strategy ◽  
Practice Problem ◽  
Active Learning Strategy

The objective of this research is to investigate an intervention-based active learning strategy incorporating the principles of cognitive psychology to enhance student learning in an undergraduate engineering mathematics course. In this strategy, the classroom was completely flipped, i.e., the students were assigned weekly reading assignments and had to take a quiz before joining the classroom. Inside the classroom, the lectures were replaced with group-problem solving sessions. Specifically, students were divided into small groups where they collectively solved worksheets containing several problems. By design, the worksheets integrated the key principles of cognitive science in learning that are conducive to long term retention of the topics, namely, reinforcement, spacing and instant feedback. Subsequently, the students were given take-home practice problem sets to master the concepts. On comparing the student learning outcomes from this strategy with the outcomes from the traditional lecturing approach, it was found that the students indulging in the carefully designed active learning environment performed better. It can be concluded that the improved student learning and retention can be attributed to the combination of active learning and the effective intervention strategy employed in the course

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

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