Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts

IF 3.4 Q2 NEUROSCIENCES
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引用次数: 0

Abstract

Background

Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking.

Method

We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times.

Results

Student age, the intended learning goal, and context influenced teachers’ use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning.

Conclusion

Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.

将 "学习科学 "应用于教师的专业发展,再应用于教师的专业发展:三个国家的经验教训
背景来自学习科学的证据表明,游戏性学习教学法存在着一定的范围,可以支持学生的学习。利用主动参与、迭代、社交互动、有意义和快乐的内容互动也能支持学生的学习。我们介绍了一种工具,旨在支持教师实施各种促进方法,并利用有助于儿童学习的特点。结果学生年龄、预期学习目标和情境影响了教师对该工具的使用,这表明,即使在根据学习科学给出的基于证据的普遍原则制定计划时,情境化也是至关重要的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.30
自引率
6.10%
发文量
22
审稿时长
65 days
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