Abstract
There are new drives to integrate cognitive science findings into teacher education programs in Australian universities. A range of insights from cognitive science have relevance for education, including those related to retrieval practice, desirable difficulties, cognitive load, generation effects, expertise reversal effects, and more. While current Australian Professional Standards for Teachers do not specify specific content from the cognitive and psychological sciences that preservice teachers at university should study, a new Federal panel endorsed by all Education Ministers has recommended the implementation of mandated new core content about the brain and learning. This “Applied Cognitive Science Around the Globe” article discusses the knowledge that is included and missed in the core content for Australian teachers, the generalizability of findings across learner ages and contexts, the evolution of new knowledge, and the ongoing importance of building Australian teachers’ research literacy skills to embed this knowledge in classrooms.
| Original language | English |
|---|---|
| Pages (from-to) | 193-198 |
| Number of pages | 6 |
| Journal | Journal of Applied Research in Memory and Cognition |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - Jun 2024 |
| Externally published | Yes |
Bibliographical note
Copyright the Author(s) 2024. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.Keywords
- cognitive science
- educational psychology
- preservice teachers
- research engagement
- teacher education