Translating research into classroom practice: Cognitive science and beyond
Written by: Paul A Kirschner and Pedro De Bruyckere
4 min read
Pedro De Bruyckere, Arteveldehogeschool University of Applied Sciences, Belgium; Utrecht University, Netherlands
Paul A Kirschner, Emeritus Professor, Open University of the Netherlands, Netherlands; Thomas More University of Applied Sciences, Belgium; kirschner-ED
Welcome to this issue of Impact, with the theme of ‘Translating research into classroom practice: Cognitive science and beyond’. The print version contains a selection of 23 articles: some are original research; some are perspective articles that offer a useful, interesting and balanced perspective on the theme; some are case studies; and some are teacher reflections on how a particular research paper or area of research has informed classroom practice, and the potential impact of this on learning outcomes.
When researchers want to study something, they often, though not always, try to do this in an optimally controlled environment. The reason for this is simple. If you want to know whether and how an intervention
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- Burn K and Mutton T (2015) A review of ‘research-informed clinical practice’ in initial teacher education. Oxford Review of Education 41(2): 217–233.
- Cain T (2018) Becoming a Research-Informed School: Why? What? How? Abingdon: Routledge.
- Clark RE (1983) Reconsidering research on learning from media. Review of Educational Research 53: 445–459.
- Daniel DB and De Bruyckere P (2021) Toward an ecological science of teaching. Canadian Psychology/Psychologie Canadienne 62(4): 361.
- Neelen M and Kirschner PA (2020) Evidence-Informed Learning Design: Creating Training to Improve Performance. London: Kogan Page.
- Kirschner PA and Hendrick C (2020) How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice. Abingdon: Routledge.
- Kvernbekk T (2015) Evidence-Based Practice in Education: Functions of Evidence and Causal Presuppositions. Abingdon: Routledge.
- Shavelson RJ and Towne L (2002) Scientific Research in Education. Washington, United States: National Academy Press.
- Zhang L, Kirschner PA, Cobern WW et al. (2021) There is an evidence crisis in science educational policy. Educational Psychology Review 34: 1157–1176.
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