ABSTRACT

This paper discusses adapting Churches’ approach to large-scale teacher/researcher conceptual replications of major “science of learning” findings, to increase teachers’ engagement with empirical research on, and building research networks for, gathering data on the science of learning. The project here demonstrated the feasibility of teacher-led randomised controlled trials for conceptually replicating the effects of cognitive science on learning, as specified by researchers. It also indicated high levels of interest by teachers in applying more science of learning in their practice. The approach gave freedom to teachers to design interventions, choose research methods, and measure outcomes, even though such freedom would be in tension with some scientific research which relies on constraining the sources of variation. This paper discusses how a balance can be struck between the objectives of teachers and researchers engaged in replicating cognitive science findings, and promoting teacher engagement in conceptual replication research.

摘要

本文讨论了将 Churches 的方法应用于大规模教师/研究人员对主要“学习科学”发现的概念复制，以增加教师对学习科学数据收集的实证研究的参与，并建立研究网络。这里的项目证明了教师主导的随机对照试验的可行性，用于在概念上复制认知科学对学习的影响，正如研究人员所指定的那样。它还表明教师对在实践中应用更多的学习科学非常感兴趣。这种方法给了教师设计干预、选择研究方法和衡量结果的自由，尽管这种自由会与一些依赖于限制变异来源的科学研究相矛盾。