Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom

Butler, Andrew C.; Marsh, Elizabeth J.; Slavinsky, J. P.; Baraniuk, Richard G.

doi:10.1007/s10648-014-9256-4

Cited by 86 publications

(67 citation statements)

References 23 publications

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“…More recently, studies have used the principles of cognitive science to deliver lectures and have found success in improving student learning and retention [4,8,9,10]. In this work, we integrate the principles of cognitive science into a flipped-classroom mode of teaching, and study their effect on student learning and long-term retention in an undergraduate course in mathematics for engineering students.…”

Section: Introductionmentioning

confidence: 99%

An Intervention-Based Active Learning Strategy Employing Principles of Cognitive Psychology

Sidhu

Srinivasan

2015

PCEEA

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Section: Introductionmentioning

confidence: 99%

An Intervention-Based Active Learning Strategy Employing Principles of Cognitive Psychology

Sidhu

Srinivasan

2015

PCEEA

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“…Technology, or the level of technological complexity of a pedagogical innovation, is not listed as a common barrier to pedagogical change in the STEM literature reviewed for this study 11,13,14,15 . Moreover, Butler et al 4 reported that automation in the form of an online tutor system was a factor that promoted a positive change outcome. The MI in this study, however, seemed to view technology as a contextual factor that made innovation more difficult; it was hard for the MI to gauge the potential value of the innovation (perhaps due to his inherent skepticism and infrequent use of Page 26.1226.12 personal technology) and to learn to use the innovation (perhaps due to having limited experience with web-based tools).…”

Section: Resultant Themes Related To Pedagogical Changementioning

confidence: 99%

“…[3][4]. Most commonly, SERs are located in STEM disciplinary departments, such as in colleges of arts and sciences or engineering, or in colleges of education serving as STEM specialists 15 .…”

Section: Literature Reviewmentioning

confidence: 99%

“…Butler et al 4 provided quasi-experimental evidence that "simple" interventions (that can be employed by faculty without tripping the barriers) based upon available information and machine technology and common principles of cognitive science improved student learning in an undergraduate electrical and computer engineering class (p. 331). They used this evidence to argue for instructional innovations that are generalizable rather than discipline specific, scalable rather than comprehensive, and easy to implement rather than resource-intensive (p. 332).…”

Section: Literature Reviewmentioning

confidence: 99%

“…They used this evidence to argue for instructional innovations that are generalizable rather than discipline specific, scalable rather than comprehensive, and easy to implement rather than resource-intensive (p. 332). 25 acknowledged that evidence of improved student learning (e.g., Butler et al 4 ) is commonly considered a "necessary condition" for transfer of research-based instructional innovations to practice in STEM, she suggested that this evidence may not, of itself, be "sufficient" when considering the adoption decisions of individual STEM faculty members (p. 98). Seymour 25 …”

Section: Literature Reviewmentioning

confidence: 99%

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Perspectives of Pedagogical Change Within a Broadcast STEM Course

Minichiello¹,

Campbell²,

Dorward³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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As calls for pedagogical transformation of undergraduate science, technology, engineering, and mathematics (STEM) instruction intensify, the pace of change remains slow. The literature shows that research-based instructional strategies transfer only sporadically into STEM instructional practice. Difficulties associated with implementation and sustainment of instructional change may appear daunting-if not insurmountable-to many STEM change agents and teaching faculty. Subsequently, the path towards systematic and lasting pedagogical transformation in post-secondary STEM stands largely uncharted.To understand how challenges faced by STEM educators engaged in pedagogical change may be overcome, this paper uses qualitative inquiry to explore an emergent process of teacher change. The change process took place during implementation of an online innovation within an undergraduate engineering calculus course taught via synchronous broadcast at a mid-size, Western, public university. The instructional innovation required first year calculus students to participate in an asynchronous, online discussion forum for graded credit. Data, consisting of written reflections and transcribed interviews, were gathered from three STEM faculty members who each played a different role in the change process: a mathematics instructor implementing the online forum within his course; an engineering faculty peer-mentor assisting with the implementation of the online forum; and a STEM education faculty member evaluating the implementation and observing the process of change. Situated within the interpretive research paradigm, this study uses exploratory thematic analysis of narrative data to understand the ways in which contextual factors may influence pedagogical change. Introduction Amid increasing calls for science, technology, engineering, and mathematics (STEM) pedagogical transformation 1, 24 and growing concerns over the lack of transfer of research-based instructional strategies to STEM 23, 24 classrooms, several scholars 2,3,12 advocate for a deeper understanding of instructional change within STEM disciplines. Henderson et al. 12 summarized the situation saying, "the state of change strategies and the study of changes strategies are weak and …research communities that study and enact change are largely isolated from one-another" (p. 1). Borrego and Henderson 3 suggested that efforts toward pedagogical change in STEM remain unsystematic and that STEM fields have not, as yet, developed an understanding of how and when to implement the variety of change approaches now documented within the research literature (pp. 222-223). Therefore, the current state of the instructional change literature in STEM indicates a need for more exploratory work and provides impetus for this study. Background to the Study

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Regaining access to marginal knowledge in a classroom setting

Butler

Black‐Maier

Campbell

et al. 2020

Applied Cognitive Psychology

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Summary Students learn large amounts of information, but not all of it is remembered after courses end – meaning that valuable class time is often spent reviewing background material. Crucially, laboratory research suggests different strategies will be effective when reactivating previously learned information (i.e. marginal knowledge), as opposed to learning new information. In two experiments, we evaluated whether these laboratory results translated to the classroom. Topics from prior courses were tested to document which information students could no longer retrieve. Half were assigned to a not‐tested control and half to the intervention; for these topics, students answered multiple‐choice questions (without feedback) that gave them the chance to recognize the information they had failed to retrieve. Weeks later, students completed a final assessment on all topics. Crucially, multiple‐choice testing increased the retrieval of previously forgotten information, providing the first classroom demonstration of the reactivation of marginal knowledge.

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Integrating Cognitive Science and Technology Improves Learning in a STEM Classroom

Cited by 86 publications

References 23 publications

An Intervention-Based Active Learning Strategy Employing Principles of Cognitive Psychology

An Intervention-Based Active Learning Strategy Employing Principles of Cognitive Psychology

Perspectives of Pedagogical Change Within a Broadcast STEM Course

Regaining access to marginal knowledge in a classroom setting

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