Original Research Translating aspects of cognitive load theory into practice: nuanced results from the worked example effect in South African mathematics classrooms
Perspective Article From theory to practicals – what does cognitive science suggest for teaching practical science?
Original Research Teachers’ understanding of neuromyths: A role for educational neuroscience in teacher training.
Case Study Using feedback-driven metacognition to develop metacognitive skills in Year 9 Chemistry students
Teacher Reflection Effective strategies to support novice and expert learners in MFL: The power of modelling
Teacher Reflection Overcoming barriers to introducing metacognitive strategies to teaching professionals
Teacher Reflection A cognitive science approach to accelerate learning in the theoretical elements of physical education qualifications
Original Research Dual coding theory in the Classroom: An exploration of teacher’s perspectives across two English primary schools
Teacher Reflection Today I’ve been a Try-o-saur’: Embedding self-regulation in Early Years classrooms
