Implementing Cognitive Science and Discipline-Based Education Research in the Undergraduate Science Classroom

Abstract

Cognitive science research on learning and instruction is often not directly connected to discipline-based research. In an effort to narrow this gap, this essay integrates research from both fields on five learning and instruction strategies: active retrieval, distributed (spaced) learning, dual coding, concrete examples, and feedback and assessment. These strategies can significantly enhance the effectiveness of science instruction, but they typically do not find their way into the undergraduate classroom. The implementation of these strategies is illustrated through an undergraduate science course for nonmajors called Science in Our Lives. This course provides students with opportunities to use scientific information to solve real-world problems and view science as part of everyday life.

Combining Neurophysiological and Psychological Indicators to Understand Individual and Team Cognition and Decision-Making

“…For example, Bevilacqua et al (2019) revealed that students who reported greater social closeness to their teacher showed higher brain-to-brain synchrony with the teacher, and this predicted cognitive learning outcomes. Similar work (e.g., Davidesco & Milne, 2019) has found that student-to-teacher brain synchrony predicted learning in a sequential manner, predominantly in the alpha band. Another study (Dikker et al, 2019) found that pairs of individuals' trait empathy, social closeness, engagement, and social behaviour (e.g., joint action and eye contact) predicted the extent to which their brain activity became synchronized, most prominently in the low alpha (~ 7-10 Hz) and beta frequencies (~ 20-22 Hz).…”

Combining neurophysiological and psychological indicators to understand individual and team cognition and decision-making

“…For example, Bevilacqua et al (2019) revealed that students who reported greater social closeness to their teacher showed higher brain-to-brain synchrony with the teacher, and this predicted cognitive learning outcomes. Similar work (e.g., Davidesco & Milne, 2019) has found that student-to-teacher brain synchrony predicted learning in a sequential manner, predominantly in the alpha band. Bevilacqua et al, 2019).…”

Transfer: A Review for Biology and the Life Sciences

“…For example, students may learn about how acidity is involved in human digestion, and later about ocean acidification ( Davidesco and Milne, 2019 ). Students with greater background knowledge may be more likely to see the connection between how acidity affects both human digestion and ocean life.…”