Adam Stubbs, Teacher of Science, Park View School, UK
Research into learning and cognition has led to the use of various evidence-based approaches in the classroom. Techniques such as retrieval practice and spaced learning have been shown to increase retention and boost learning (Karpicke and Roediger III, 2007). These are important approaches in supporting the retention of knowledge. But what if they also reinforce misconceptions and errors?
Implicitly reinforcing misconceptions Misconceptions that are embedded at the start of a topic may be reiterated and amplified as they are repeatedly retrieved. The use of practices such as spaced retrieval can increase retention, but we need to make sure that we are retrieving the desired knowledge, and not perpetuating the development of misconceptions that can arise from our teaching. Some misconceptions can be embedded implicitly – concepts that are not explicitly mentioned during instruction, but which are reinforced by the design o
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Some really clear thinking here Adam, I’m sure your pupils will have benefitted, and will continue to benefit, from your approach. Proud to be able to say that you were one of Newcastle University’s PGCE trainee teachers!