Applying science of learning in education: Infusing psychological science into the curriculum

By V. Benassi, Catherine E. Overson, C. Hakala. 2014

222 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9a34701b82c69d9a0877af727b6b6f154e00e27a

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Citations in the corpus

Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, background): “…from both laboratory and applied settings (Adesope et al. 2017; Bangert-Drowns et al. 1991; Brame and Biel 2015; Dunlosky et al. 2013; Eisenkraemer et al. 2013; Green et al. 2018; Karpicke and Grimaldi 2012; McLaughlin and Coderre 2015; Nguyen and McDaniel 2015; Pyc et al. 2014; Rowland 2014).”
Putting Education in “Educational” Apps (2015, methodology): “Notably, this approach has been taken in the field of computer-based games (Honey & Hilton, 2011; Mayer, 2014a, 2014b; O’Neil & Perez, 2008; Tobias & Fletcher, 2011), but rarely has the Science of Learning been used to design apps for young children (notable exceptions include DreamBox Learning,…”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “Developmental constitutive relationships can contribute to relational trust (Bryk & Schneider, 2003) when students view teachers as reliable and trustworthy sources and teachers view students as effective learners (e.g., R. E. Mayer, 2014).”
Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “As students build new capacities, support needs to be calibrated to their changing levels of engagement, goals, and expertise (Hattie, 2011; Hattie & Donoghue, 2016; Kalyuga, 2007; C. H. Lee & Kalyuga, 2014).”