Resources for Educators
There is a growing body of research in cognitive science, developmental psychology, and educational psychology on science of learning research relevant to formal and informal learning. Below are resources on the application of science of learning research and theory to education. Have a question about science of learning research and education? Please contact Dr. Kristin Gagnier.
Applying Science of Learning to the K-12 Classroom:
Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/ index.php
Cromley, J. G., & Byrnes, J. P. (2012). Instruction and cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 3(5), 545-553.
Daniel, D. B. (2012). Promising principles: Translating the science of learning to educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 251-253. doi:10.1016/j.jarmac.2012.10.004
Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., and Metcalfe, J. (2007) Organizing instruction and study to improve student learning (NCER 2007-2004). Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ncer.ed.gov.
Applying Science of Learning to the University Classroom:
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864. doi: 10.1126/science.1201783
Halpern, D. F., & Hakel, M. D. (2003). Applying the science of learning to the university and beyond: Teaching for long-term retention and transfer. Change: The Magazine of Higher Learning, 35(4), 36-41. doi:10.1080/00091380309604109
Mayer, R. E. (2012). Advances in applying the science of learning to education: A historical perspective. Journal of Applied Research in Memory and Cognition, 1(4), 249-250. doi:10.1016/j.jarmac.2012.10.001
Roediger, H. L., & Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242-248. doi:10.1016/j.jarmac.2012.09.002
Roediger, H. L. (2013). Applying cognitive psychology to education: Translational educational science. Psychological Science in the Public Interest, 14(1), 1-3. doi: 10.1177/1529100612454415
Wieman, C. (2007). Why not try a scientific approach to science education? Change: The Magazine of Higher Learning, 39(5), 9-15. doi:10.3200/CHNG.39.5.9-15
Castles, A., Rastle, C., & Nation, K. (2018). Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest, 19(1) 5–5. doi: 10.1177/1529100618772271
Piasta, S. B. (2016). Current Understandings of What Works to Support the Development of Emergent Literacy in Early Childhood Classrooms. Child Development Perspectives. doi:10.1111/cdep.12188
Treiman, R. (2018). What Research Tells Us About Reading Instruction. Psychological Science in the Public Interest, 9(1) 1–4. doi: 10.1177/1529100618772272
Math and Science:
Gagnier, K., M., and Fisher, K., R. (2016). Spatial Thinking: A Missing Building Block in STEM Education. Johns Hopkins University Institute for Education Policy Commentary, July 2016.
Newcombe, N. S. (2010). Picture this: Increasing math and science learning by improving spatial thinking. American Educator, 34(2), 29.
Newcombe, N. S. (2013). Seeing relationships: Using spatial thinking to teach science, mathematics, and Social Studies. American Educator, 37(1), 26.
Siegler, R. S. (2017). Fractions: Where It All Goes Wrong. Scientific American, November 28, 2017.
Siegler, R., Carpenter, T., Fennell, F., Geary, D., Lewis, J., Okamoto, Y., Thompson, L., & Wray, J. (2010). Developing effective fractions instruction for kindergarten through 8th grade: A practice guide (NCEE #2010-4039). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/ publications/practiceguides.
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. doi: 10.1111/j.1539-6053.2009.01038.x
Riener, C., & Willingham, D. (2010). The myth of learning styles. Change: The Magazine of Higher Learning, 42(5), 32-35. doi:10.1080/00091383.2010.503139
Mindsets and Education:
Dweck, C. S. (2017). The Journey to Children's Mindsets—and Beyond. Child Development Perspectives, 11(2), Issue 2, 139–144. doi: 10.1111/cdep.12225
Dweck, C. S. (2010). Mind-sets. Principal Leadership, 10(5), 26-29.
Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314. doi:10.1080/00461520.2012.722805
Dekker, S., Lee, N. C., Howard-Jones, P., & Jolles, J. (2012). Neuromyths in education: Prevalence and predictors of misconceptions among teachers. Frontiers in Psychology, 3, 1-8.
Goswami, U. (2006). Neuroscience and education: From research to practice?. Nature reviews neuroscience, 7(5), 406-413.
Howard-Jones, P. A. (2014). Neuroscience and education: myths and messages. Nature Reviews Neuroscience, 15(12), 817-824.
Pasquinelli, E. (2012). Neuromyths: why do they exist and persist?. Mind, Brain, and Education, 6(2), 89-96.
* This page will be updated periodically with new resources.