How to Promote Lasting Learning in Schools-Reference-Cited by-同舟云学术

How to Promote Lasting Learning in Schools

Published:2022-10 Issue:4 Volume:54 Page:135-141
ISSN:0049-8637
Container-title:Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie
language:en
Short-container-title:Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie

Author:

Richter Tobias¹^ORCID,Berger Roland²^ORCID,Ebersbach Mirjam³^ORCID,Eitel Alexander⁴^ORCID,Endres Tino⁵^ORCID,Ferri Rita Borromeo⁶^ORCID,Hänze Martin³^ORCID,Lachner Andreas⁷^ORCID,Leutner Detlev⁸^ORCID,Lipowsky Frank⁹^ORCID,Nemeth Lea⁹^ORCID,Renkl Alexander⁵^ORCID,Roelle Julian¹⁰^ORCID,Rummer Ralf³^ORCID,Scheiter Katharina¹¹^ORCID,Schweppe Judith¹²^ORCID,Aufschnaiter Claudia von¹³^ORCID,Vorholzer Andreas¹⁴^ORCID

Affiliation:

1. Department of Psychology IV, Julius Maximilian University of Würzburg, Germany

2. Department of Physics, University of Osnabrück, Germany

3. Department of Psychology, University of Kassel, Germany

4. Department of Psychology, University of Giessen, Germany

5. Department of Psychology, University of Freiburg, Germany

6. Department of Mathematics and Natural Sciences, University of Kassel, Germany

7. Institute of Education, University of Tübingen, Germany

8. Faculty of Educational Sciences, University of Duisburg-Essen, Germany

9. Department of Educational Sciences, University of Kassel, Germany

10. Faculty of Philosophy and Educational Research, Ruhr-Universität Bochum, Germany

11. Department of Educational Science, University of Potsdam, Germany

12. Faculty of Arts and Humanities, University of Passau, Germany

13. Institute of Physics Education, University of Giessen, Germany

14. School of Social Sciences and Technology, Technical University of Munich, Germany

Abstract

Abstract. Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory.

Publisher

Hogrefe Publishing Group

Subject

Developmental and Educational Psychology,Education

Link

https://econtent.hogrefe.com/doi/pdf/10.1026/0049-8637/a000258

Reference45 articles.

1. Semantic memory content in permastore: Fifty years of memory for Spanish learned in school.

2. Lifetime maintenance of high school mathematics content.

3. Bjork, R.A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe, & A. Shimamura (Eds.),Metacognition: Knowing about knowing(pp. 185 – 205). MIT Press.

4. Contextual prerequisites for understanding: Some investigations of comprehension and recall

Cited by 11 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective;Educational Psychology Review;2024-01-19

2. Motivation brought to the test: Successful retrieval practice is modulated by mastery goal orientation and external rewards;Applied Cognitive Psychology;2023-12-06

3. Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks;Educational Psychology Review;2023-10-13

4. The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice;European Journal of Psychology of Education;2023-07-11

5. Can Monitoring Prompts Help to Reduce a Confidence Bias When Learning With Multimedia?;Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie;2023-04