scholarly journals Memory Retrieval Strategies to Help Retain STEM Content Knowledge

2020 ◽  
Author(s):  
Osman Yasar ◽  
Peter Veronesi ◽  
Jose Maliekal ◽  
Leigh Little ◽  
John Tillotson
Keyword(s):  
Content Knowledge ◽  
Memory Retrieval ◽  
Retrieval Strategies ◽  
Stem Content Knowledge

scholarly journals An exploratory cross-sectional survey study of elementary teachers' conceptions and methods of STEM integration

2017 ◽  
Author(s):  
◽  
Kathryn Ann Arnone
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Teacher Preparation Programs ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Education Professional Development ◽  
Stem Content Knowledge

Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker and Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns and Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.

scholarly journals Ventral Striatum and the Evaluation of Memory Retrieval Strategies

2014 ◽  
Vol 26 (9) ◽  
pp. 1928-1948 ◽  
Author(s):  
David Badre ◽  
Sophie Lebrecht ◽  
David Pagliaccio ◽  
Nicole M. Long ◽  
Jason M. Scimeca
Keyword(s):  
Decision Making ◽  
Memory Retrieval ◽  
Ventral Striatum ◽  
Semantic Category ◽  
Relevant Information ◽  
Decision Task ◽  
Drift Diffusion ◽  
Retrieval Strategies ◽  
Human Participants ◽  
The Brain

Adaptive memory retrieval requires mechanisms of cognitive control that facilitate the recovery of goal-relevant information. Frontoparietal systems are known to support control of memory retrieval. However, the mechanisms by which the brain acquires, evaluates, and adapts retrieval strategies remain unknown. Here, we provide evidence that ventral striatal activation tracks the success of a retrieval strategy and correlates with subsequent reliance on that strategy. Human participants were scanned with fMRI while performing a lexical decision task. A rule was provided that indicated the likely semantic category of a target word given the category of a preceding prime. Reliance on the rule improved decision-making, as estimated within a drift diffusion framework. Ventral striatal activation tracked the benefit that relying on the rule had on decision-making. Moreover, activation in ventral striatum correlated with a participant's subsequent reliance on the rule. Taken together, these results support a role for ventral striatum in learning and evaluating declarative retrieval strategies.

Theory-Practice Divides and the Persistent Challenges of Embedding Tools for Social Justice in a STEM Urban Teacher Residency Program

2020 ◽  
pp. 004208592096362
Author(s):  
Allison Mattheis ◽  
Lucrecia Nava ◽  
Maria Beltran ◽  
Erick West
Keyword(s):  
Social Justice ◽  
Content Knowledge ◽  
Residency Program ◽  
Social Justice Theory ◽  
Teacher Credentialing ◽  
Teacher Residency ◽  
Urban Classroom ◽  
Urban Teacher ◽  
Stem Content Knowledge ◽  
Urban Teacher Residency

This study examined how the concept of social justice was operationalized in the university coursework of students enrolled in an urban teacher residency program that aims to diversify the teaching corps and prepare secondary STEM teachers for urban classroom environments. Based on analysis of 39 syllabi and interviews with nine faculty members, we found that challenges in embedding social justice theory with STEM content knowledge were attributable to the lack of a shared definition among program faculty, and external pressures imposed by state teacher credentialing requirements. We conclude with recommendations for practice by suggesting ways that rigorous STEM content knowledge can be combined with locally and historically contextualized social critique and tools for change in order to support teachers in enacting justice-oriented practice in communities.

scholarly journals An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration

2018 ◽  
Vol 4 (2) ◽  
pp. 159-178
Author(s):  
Kathryn Annie Arnone ◽  
Deborah Hanuscin
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Content Knowledge ◽  
Teacher Preparation Programs ◽  
Survey Study ◽  
Cross Sectional Survey ◽  
Preparation Programs ◽  
Cross Sectional ◽  
Education Professional Development ◽  
Stem Content Knowledge

Because elementary teachers are typically responsible for teaching all subjects, there is a unique opportunity for integrative approaches to teaching iSTEM Education at the elementary level (Becker & Park, 2011). However, there is a need for professional development if teachers are to be successful in teaching iSTEM Education (NRC, 2011), as elementary teachers may lack strong content knowledge in STEM disciplines (Ginns & Watters, 1995; Trygstad, 2013; Honey et al., 2014; Fulp, 2002; Ma, 1999; Hanover, 2012). Elementary teachers are prepared as generalists--they take few courses in STEM content, and experiences with iSTEM Education in their teacher preparation programs are rare (Fulp, 2002). Beyond the need for professional development related to STEM content knowledge, however, we know very little about the unique needs of elementary teachers regarding instructional approaches to iSTEM Education. This study examines and describes the ways in which elementary teachers conceptualize iSTEM Education and the integrative approaches they use when teaching STEM content, with the intent to inform the development of elementary specific iSTEM Education professional development.

scholarly journals Prefrontal pathways provide top down control of memory for sequences of events

2018 ◽  
Author(s):  
Maanasa Jayachandran ◽  
Stephanie Linley ◽  
Maximilian Schlecht ◽  
Stephen V. Mahler ◽  
Robert P. Vertes ◽  
...  
Keyword(s):  
Memory Retrieval ◽  
Perirhinal Cortex ◽  
Prelimbic Cortex ◽  
Control Sequence ◽  
Retrieval Strategy ◽  
Top Down ◽  
Nucleus Reuniens ◽  
Retrieval Strategies ◽  
Sequence Memory ◽  
Context Memory

SummaryWe remember our lives as sequences of events, but it is unclear how these memories are controlled during retrieval. In rats, prelimbic cortex (PL) is positioned to influence sequence memory through extensive top down inputs to the nucleus reuniens of the thalamus (RE) and perirhinal cortex (PER), regions heavily interconnected with the hippocampus. Here, we tested the hypothesis that specific PL➔RE and PL➔PER projections regulate sequence memory retrieval using an hM4Di synaptic-silencing approach. First, we show that the suppression of PL activity impairs sequence memory. Second, we show that inhibiting PL➔RE and PL➔PER pathways effectively eliminated sequence memory. Last, we performed a sequential lag analysis showing that the PL➔RE pathway contributes to a working memory retrieval strategy, and the PL➔PER pathway contributes to a temporal context memory retrieval strategy. These results demonstrate that the PL➔RE and PL➔PER pathways serve as top down mechanisms that control sequence memory retrieval strategies.

scholarly journals NE STEM 4U afterschool intervention leads to gains in STEM content knowledge for middle school youth

2018 ◽  
Vol 5 (1) ◽  
pp. 1558915
Author(s):  
Christine Cutucache ◽  
Taylor Boham ◽  
Jamie Luhr ◽  
Amie Sommers ◽  
Nikolaus Stevenson ◽  
...  
Keyword(s):  
Middle School ◽  
Content Knowledge ◽  
Middle School Youth ◽  
School Youth ◽  
Stem Content Knowledge

Interindividual Differences in Cognitive Functioning Are Associated with Autobiographical Memory Retrieval Specificity in Older Adults

GeroPsych ◽  
2020 ◽  
Vol 33 (1) ◽  
pp. 15-29 ◽  
Author(s):  
Sarah Peters ◽  
Signy Sheldon
Keyword(s):  
Older Adults ◽  
Cognitive Functioning ◽  
Autobiographical Memory ◽  
Memory Retrieval ◽  
Cognitive Status ◽  
Specific Information ◽  
Generation Task ◽  
Interindividual Differences ◽  
Retrieval Cues ◽  
Contextual Support

Abstract. We examined whether interindividual differences in cognitive functioning among older adults are related to episodic memory engagement during autobiographical memory retrieval. Older adults ( n = 49, 24 males; mean age = 69.93; mean education = 15.45) with different levels of cognitive functioning, estimated using the Montreal Cognitive Assessment (MoCA), retrieved multiple memories (generation task) and the details of a single memory (elaboration task) to cues representing thematic or event-specific autobiographical knowledge. We found that the MoCA score positively predicted the proportion of specific memories for generation and episodic details for elaboration, but only to cues that represented event-specific information. The results demonstrate that individuals with healthy, but not unhealthy, cognitive status can leverage contextual support from retrieval cues to improve autobiographical specificity.

Sign in / Sign up

Export Citation Format

Share Document