All in Learning Scientists Posts
It is that time of year again! We’re taking a break to spend time with family and recharge for next year. We hope that you are able to stay safe and take time to enjoy the end of 2022, and ring in a happy new year!
Our next post will be a podcast on January 20th, 2022.
Any educator in today’s environment will tell you that all the cognitive strategies in the world are great, but we also need to focus on social-emotional learning (SEL). And today’s blog is about one facet of SEL that has plenty of research to support its necessity in learning: self-efficacy.
Today is (American) Thanksgiving so I wanted to take the opportunity to thank our community! 2022 has been challenging and we are so grateful for the continued support, encouragement, and contributions of our community…
studying can be complicated! Improving students’ knowledge and understanding of effective strategies would certainly be helpful - we’ve spent the last year writing a book hoping to do just that! - but it is only one component of effective studying and learning. When students are tasked with making choices about their learning a number of cognitive, motivational, behavioral, and contextual factors come into play. The suite of skills learners use to handle those factors is referred to as self-regulated learning (1).
Very frequently, I give writers (my students) the advice that they should read their work out loud while revising. I give this advice because it helps me to catch errors in writing, but I did not have evidence to back up my advice… until now.
One of the challenges to studying the effects of prior knowledge on learning is that it is difficult to control in an experiment … This highlights one of the trade-offs that happen when we conduct research on complex topics. Prior knowledge takes a long time to develop, and our development of that knowledge is based on many factors. This makes it difficult to manipulate! … I was therefore really interested to see a recent study that attempted to do just that - manipulate prior knowledge in order to examine its effects on learning.
