What’s the best way to teach equations?

Teaching equations/formulae/calculations is one of the “classic” difficulties in science education. There’s no one set “best way” and everyone seems to be doing their own thing, normally using some kind of triangle. We aren’t such fans of the formula triangle at CogSciSci for a number of reasons, many of which are detailed in the blogsContinue reading “What’s the best way to teach equations?”

Are your explanations clear enough?

Pritesh Raichura, head of science at Michaela Community School, has started a series of blogs about clear explanations. Pritesh really knows what he’s talking about, and his team have probably devoted more time to thinking about clear explanations than any other in the country. His first blog in the series deals with examples and non-examples,Continue reading “Are your explanations clear enough?”

How do I get my students to enjoy self-quizzing more?

Most teachers already acquainted with CogSciSci will know about the importance of quizzing to long term retention. However, it’s easier said than done, and much as we would like our students to take to self-quizzing like ducks to water, it doesn’t always work out in practice. This blog by the Learning Scientists outlines a veryContinue reading “How do I get my students to enjoy self-quizzing more?”

Applying cogscisci: improving recall in GCSE exams

We’re always interested to hear how teachers are applying #cogscisci principles to their day to day teaching. Adam Wray (@AdamWteach) has been trialing structured revision homework and retrieval practice at his school, and has written about the challenges and successes he has faced so far (including an October half term update on how things areContinue reading “Applying cogscisci: improving recall in GCSE exams”

How do my students practise things they “just need to know”?

There are many different ways to describe knowledge, with two popular tags being “procedural” and “declarative.”* Procedural knowledge is knowledge of procedures and processes. In a science context that might be rearranging formulae or balancing equations. Once you have taught these, they tend to be relatively straightforward to practise: you can always give more formulaContinue reading “How do my students practise things they “just need to know”?”

What’s this “powerful knowledge” thing all about?

Ruth Walker’s blogs are always worth a read, and this one is no different. Tapping into the current trend in educational discourse to discuss curriculum, Ruth clearly explains the thinking and philosophy of curriculum theorist Michael Young. As teachers and leaders across the country are more and more being asked questions about curriculum, it’s vitalContinue reading “What’s this “powerful knowledge” thing all about?”

Guidance fading and dynamic practice

One of our most dearly held beliefs at CogSciSci is in the power of practice. For a long time, UK science resources have simply not featured enough practice. We’ve produced many (free) resources which feature a lot of practice, and have written an entire (free!) CPD module to help you plan your students’ practice better.Continue reading “Guidance fading and dynamic practice”

Deconstructing content: how it’s done and why it matters

By Kevin Power, The Nobel School As teachers, we exist as experts in our respective fields. For us, the idea and concept of a new unit and topic hits us with a sense of excitement as we begin to impart our wisdom on eager minds. The problem comes when our excitement to teach new informationContinue reading “Deconstructing content: how it’s done and why it matters”

Intro to CogSci and SLOP: Guest posts for OUP

CogSciSci editors and contributors Dom Shibli and Adam Robbins have recently written articles for Oxford University Press about applying cognitive science to science education in advance of the release of a new range of cognitive science-informed revision guides. Dom’s article introduces some key ideas behind CogSciSci and makes a brief foray into discussing how weContinue reading “Intro to CogSci and SLOP: Guest posts for OUP”

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