June 15, 2019
June 15, 2019
June 19, 2019
Computers in Education
We report about computational pedagogical experiences to help students retrieve content they learn in class, retain it, and apply it in different contexts to solve problems. Supported by professional development for teachers, these experiences rang in complexity from simple electronic flashcards for basic retrieval strategies to low-stakes quizzes for spaced-out (initial exposure and retrieval effort are spaced out) and interleaved (two or more spaced-out topics are interleaved) practices. A mixed-methods approach is employed, using instruments with relevant psychometric properties for a large population of teachers (treatment group, N=180) and their student populations. Initial pilot studies of Action Research have been conducted by a cadre of teachers on randomly selected control and target student groups within the same school, grade and course environment. Results show that students who learned math and science topics through interleaved practices consistently scored 5-30% better than those who learned it in the more traditional practice.
Yasar, O., & Veronesi, P., & Maliekal, J., & Little, L. J., & Tillotson, J. W. (2019, June), Memory Retrieval Strategies to Help Retain STEM Content Knowledge Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33103
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