Using Educational Neuroscience and Psychology to Teach Science. Part 1: A Case Study Review of Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE)

Autor/in	Torrance Jenkins, Rebecca
Titel	Using Educational Neuroscience and Psychology to Teach Science. Part 1: A Case Study Review of Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE)
Quelle	In: School Science Review, 99 (2017) 367, S.93-103 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Teaching Methods; Science Instruction; Science Teachers; Teacher Attitudes; Student Attitudes; Case Studies; Interviews; Brain Hemisphere Functions; Observation; Focus Groups; Questionnaires; Cognitive Psychology; Difficulty Level; Cognitive Processes; Neurosciences; Theories; Short Term Memory; Secondary School Science; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Fragebogen; Kognitive Psychologie; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Neuroscience; Neurowissenschaften; Neurowissenschaft; Theory; Theorie; Kurzzeitgedächtnis; Ausland; Großbritannien
Abstract	This article is the first of a two-part series that explores science teachers' and their pupils' experiences of using different pedagogical approaches based on understandings of how brains learn. For this case-study research, nine science teachers were interviewed and four teachers self-selected to trial a pedagogical approach, new to them, from cognitive psychology and educational neuroscience, using an action research framework for between one and two academic years. Both teachers' and their pupils' experiences of using the approach were explored, and data were collected via observations, interviews with teachers and focus-group interviews/ written questionnaires with pupils. As in case study research, each case was examined in depth, and consequently findings are not necessarily generalisable to other cases. However, it would be valuable if other teacher-researchers tried and evaluated some of these approaches, particularly those from educational neuroscience, where recommendations are based on relatively recent research findings. Part 1 will focus on two approaches rooted in cognitive psychology: Cognitive Load Theory (CLT) and Cognitive Acceleration through Science Education (CASE); part 2 will focus on approaches from educational neuroscience: The Brain-Targeted Teaching Model (Hardiman, 2012) and Research-Based Strategies to Ignite Student Learning (Willis, 2006). (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01