No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions

Veronica X. Yan, Faria Sana, Paulo F. Carvalho

Research output: Contribution to journalJournal Articlepeer-review

1 Citation (Scopus)

Abstract

Cognitive science of learning points to solutions for making use of existing study and instruction time more effectively and efficiently. However, solutions are not and cannot be one-size-fits-all. This paper outlines the danger of overreliance on specific strategies as one-size-fits-all recommendations and highlights instead the cognitive learning processes that facilitate meaningful and long-lasting learning. Three of the most commonly recommended strategies from cognitive science provide a starting point; understanding the underlying processes allows us to tailor these recommendations to implement at the right time, in the right way, for the right content, and for the right students. Recommendations regard teacher training, the funding and incentivizing of educational interventions, guidelines for the development of educational technologies, and policies that focus on using existing instructional time more wisely.

Original languageEnglish
Pages (from-to)59-66
Number of pages8
JournalPolicy Insights from the Behavioral and Brain Sciences
Volume11
Issue number1
DOIs
Publication statusPublished - Mar. 2024

Keywords

  • educational data
  • heterogeneity
  • interleaving
  • retrieval practice
  • science of learning
  • spacing

Fingerprint

Dive into the research topics of 'No Simple Solutions to Complex Problems: Cognitive Science Principles Can Guide but Not Prescribe Educational Decisions'. Together they form a unique fingerprint.

Cite this