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Applying the science of learning in secondary school classrooms: A case study of a ‘psychology for learning’ course for Year 9 students

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Purvi Gandhi, Head of Psychology, Trent College, UK Deb Outhwaite, Director, Derbyshire Teaching Schools Alliance (DTSA), UK Introduction The science of learning provides valuable insights into information processing and retention, yet applying this knowledge to classroom practice remains a challenge. Understanding how students learn can help teachers to improve practice and empower students to enhance their learning. Thornton (2022) advocates that students, as key stakeholders in the learning process, be brought into the conversation about the application of cognitive science in the classroom. This view is supported by Clear (2018), who suggests that teachers need to make the cognitive science of learning more explicit to students. Doing so should not only improve attainment but also enhance motivation for students to take ownership of their own learning. This article presents findings from a pilot practitioner research study that explored the impact of teaching the cognitive sc

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    Author(s): Bill Lucas