Much research suggests that certain instructional strategies are particularly effective at promoting student learning and attitudes towards science. Yet, incorporating the latest evidence-based instructional practices into an existing lecture-focused classroom can be difficult.
In this workshop, participants will discuss several cognitive principles applicable to everyday use in chemistry courses. Topics such as testing effects, self-explanation, expertise reversal, distributed practice, and illusions of competence will be emphasized. Workshop participants will learn about these cognitive principles as well as the experimental evidence supporting these learning principles, and will be guided in the development of interventions and assessment protocols for several course-related learning issues.
We strongly encourage participants who are interested in how these learning principles apply to several specific instructional strategies to attend our subsequent " Infusing the Science of Learning into Your Chemistry Classroom: Evidence-Based Instructional Strategies" workshop.
