Cognitive science principles cannot be used as a “silver bullet” in the classroom, a new review by the Education Endowment Foundation (EEF) looking at how it can help teachers has found.
The EEF review, published today, found that, while it is valuable for teachers to know the principles of cognitive science, more research is needed on the effectiveness of approaches when used in different subjects and phases.
The evidence for the application of cognitive science principles in everyday classroom conditions is limited, the report found - and is restricted to particular age groups, learning outcomes or contexts, and may not be applicable to others.
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The report also says that practices recommended in key DfE policy, including the Early Career Framework, such as retrieval practice, spaced practice and providing worked examples need to be supported ‘research impacting their impact in real classroom conditions.’
For example, the researchers point out that the principle of interleaving (switching between the same type of problems or ideas in the same lesson) has only been tested in one subject area, mathematics.
Professor Becky Francis, chief executive of the EEF, warns that nuance is the key, and that cognitive science principles are “neither myths nor silver bullets”.
“One of the most important questions educational research can ask is how children learn. If we know how they process and retain information, we can adapt our approach to teaching accordingly and, in turn, increase effectiveness.
“As with much evidence, the key message here is the importance of nuance. Principles from cognitive science are neither myths to be discounted nor silver bullets that directly translate into accelerated progress,” Professor Francis said.
“There are still many questions to be answered on how principles from cognitive science can be applied in order to make the biggest positive difference for all young people.
“We need to know more about the effectiveness of approaches when used in different subjects, phases and their impact on disadvantaged pupils.”
Findings from two areas of cognitive science have been particularly influential, the report explains: cognitive psychology and cognitive neuroscience.
Theories, such as spaced learning and retrieval practice, have been derived by research in these fields, the report adds.
The report reviews evidence for seven different aspects of cognitive science: spaced learning, interleaving, retrieval practice, managing cognitive load, working with schemas, multimedia learning (including dual coding) and embodied learning.
The review offers a summary of the impact of cognitive science approaches when applies to the classroom, looking at studies that have taken place within schools (as opposed to a laboratory).
These are its main findings:
1. Real potential and value
Principles from cognitive science can have real impact in the classroom and it is good for teachers to know them, the review says.
The review found support for principles for effective teaching and learning derived from cognitive science (such as spacing learning over time, providing worked examples or scaffolding, or presenting information both verbally and visually) in specific contexts.
2. Evidence on application is restricted
The evidence for the application of cognitive science principles in everyday classroom conditions is limited, the report found. The evidence available is restricted to particular age groups, learning outcomes or contexts, and may not be applicable to others.
Also, the review notes that even for principles with more solid supporting evidence (such as retrieval practice, spaced practice and providing worked examples), more research examining their impact in real classroom conditions, where they are employed by teachers over time, is needed.
For example, the principle of interleaving (switching between the same type of problems or ideas in the same lesson) has only been tested in one subject area, mathematics.
3. Beware of ‘lethal mutations’
It is important to think carefully how to apply specific principles to classroom practice, the report warns. This is particularly important, it adds, as many strategies have not been consistently tested in everyday classroom settings.
The report adds recommendations for both teachers and schools.
While schools should consider how and in which context to provide high quality continuing professional development on cognitive science approaches, and give teachers enough time to test and incorporate them in their practice, teachers need to beware of what it calls “lethal mutations”.
This happens when the practice becomes disconnected from the theory, and principles get implemented in a way that is counterproductive.
The report takes dual coding as an example: teachers have reported that, sometimes, irrelevant illustrations are added to presentations and this works more as a distraction than as a way to enhance learning.
4. No principle is an island
Cognitive science principles interact with each other and should not be considered in isolation, the report states.
It emphasises links between two classes of approaches: those considering how to optimise retrieval of information (such as spaced learning, interleaving and retrieval practice), and those considering the balance between teacher instruction and pupils’ role in learning (such as embodied learning, strategies for working with schemas, strategies for managing cognitive load).
