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PDI-3: Using Cognitive Science to Improve Science Learning

Wednesday, March 28, 2012
8:00 a.m.–4:00 p.m.
White River Ballroom C, JW Marriott Indianapolis Hotel
Cost: $150
Limit: 60

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Presented by the 21st Century Center for Research and Development in Cognition and Science Instruction, A partnership between the University of Pittsburgh, Temple University, the University of Pennsylvania, Research for Better Schools and the 21st Century Partnership in STEM Education (PSTEM)

Framing Questions

1. What has cognitive science learned about learning in the last 15 years? What is the evidence?
2. How are materials which use cognitive science principles constructed and how does it feel to learn using them?
3. What changes can using cognitive principles make in student learning and its assessment?
4. What do teachers need "to know and be able to do" to bring cognitive science principles of learning into their work?
5. What role does teacher deep content understanding play in the classroom and student learning?
6. What are some critical issues in science success for urban children and what strategies can contribute to that success?

PDI Summary

This session will engage participants in four research-based cognitive science learning principles and how to embed them in existing science curricula. Each principle is introduced with its research base. After experience learning science through activities using these principles, participants will engage in developing similar modifications for their own science materials. This workshop is based on work done by the 21st Century Center for Research and Development in Cognition and Science Instruction which is a national center funded by the US Department of Education's Institute for Education Sciences. The Center's mission is to apply what cognitive science has learned about learning in the past twenty years to what is being done in science education in our schools. This workshop would begin to disseminate our work over the past three years to improve the teaching and learning of science.

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Donna Cleland describes this session:

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