The Enactment of Cognitive Science Informed Approaches in the Classroom - Teacher Experiences and Contextual Dimensions
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| Title: | The Enactment of Cognitive Science Informed Approaches in the Classroom - Teacher Experiences and Contextual Dimensions |
|---|---|
| Language: | English |
| Authors: | Clara Rübner Jørgensen (ORCID |
| Source: | British Journal of Educational Studies. 2024 72(1):43-62. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Cognitive Science, Educational Practices, Teacher Attitudes, Foreign Countries, Teaching Methods, Elementary School Teachers, Secondary School Teachers, Intellectual Disciplines |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1080/00071005.2023.2245438 |
| ISSN: | 0007-1005 1467-8527 |
| Abstract: | Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412599 |
| Database: | ERIC |
| Abstract: | Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and groups of learners, and their reflections on supporting factors and barriers for adopting the strategies in their schools. The teachers' accounts illustrate some of the many complexities of adopting cognitive science-informed approaches in real-life educational settings. Drawing on their narratives, the paper emphasises the importance of acknowledging different contextual dimensions and the dynamic interactions between them to understand when and how teachers enact cognitive science-informed approaches in their classrooms. |
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| ISSN: | 0007-1005 1467-8527 |
| DOI: | 10.1080/00071005.2023.2245438 |
