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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 0000-0001-8387-4819), Thomas Perry (ORCID 0000-0002-6124-467X), Rosanna Lea (ORCID 0000-0002-2309-0948)
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
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  Data: <searchLink fieldCode="AR" term="%22Clara+Rübner+Jørgensen%22">Clara Rübner Jørgensen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8387-4819">0000-0001-8387-4819</externalLink>)<br /><searchLink fieldCode="AR" term="%22Thomas+Perry%22">Thomas Perry</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6124-467X">0000-0002-6124-467X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rosanna+Lea%22">Rosanna Lea</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2309-0948">0000-0002-2309-0948</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22British+Journal+of+Educational+Studies%22"><i>British Journal of Educational Studies</i></searchLink>. 2024 72(1):43-62.
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  Data: 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
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  Data: 10.1080/00071005.2023.2245438
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  Data: 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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