Scriptorum · Research report · Education Endowment Foundation · 2021
About this report
This report from the Education Endowment Foundation summarises a longer review produced by a University of Birmingham team. It examines cognitive science approaches only where they have been tested inside schools, and it excludes laboratory studies. The report covers spaced learning, interleaving, retrieval practice, managing cognitive load, working with schemas, multimedia learning including dual coding, embodied learning, and mixed strategy programmes. The Education Endowment Foundation states that the applied evidence supports many principles from basic cognitive science, but only in specific contexts. It describes the applied evidence as more limited, less positive and more complex than the basic science. For example, it reports that interleaving studies were almost all in mathematics, and that multimedia studies include positive, null and negative findings. It reports that spacing across days or lessons showed a small positive impact, and that only one of 21 retrieval practice studies was delivered by regular class teachers. The report also stresses that applying principles is harder than knowing them. It warns of 'lethal mutations' where a practice becomes disconnected from the theory, and it advises high quality professional development for teachers. It notes that a lack of evidence is not evidence that an approach fails.
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Read the full report on the publisher’s website (PDF, 51 pages, 0.1 MB)
Details
- Publisher: Education Endowment Foundation
- Published: 2021
- Type: Research report
- Country: United Kingdom
- Subjects: Cognitive science, Retrieval practice, Spaced learning, Cognitive load, Classroom practice
- Catalogue number: SCR-000004 · P8-S-REV-LRN-001
How to cite
Education Endowment Foundation (2021). Cognitive science approaches in the classroom. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/cognitive-science-approaches-in-the-classroom
Mouseion catalogues this report neutrally. The summary describes what the authors say; it is not an Atlas Media position.