Basic research in the field of Cognitive Science has yielded a number of principles about techniques that have the potential to improve student learning, and over the past couple of decades researchers have increasingly turned their focus towards applying those principles to improve education. The STEM Learning Lab has conducted a number of studies to test the effectiveness of applying these types of techniques in STEM instruction.
Key Publications
- Worked Examples and Self-Explanation
- Lange, K.E., Booth, J.L., & Newton, K.J. (2014). Learning algebra from worked examples. Mathematics Teacher, 107, 534-540.
- Barbieri, C., Booth, J.L., Begolli, K.N., & McCann, N.F. (2021). The effect of worked examples on student learning and error anticipation in algebra. Instructional Science, 49, 419-439. https://doi.org/10.1007/s11251-021-09545-6
- Begolli, K.N., Dai, T., McGinn, K.M., & Booth, J.L. (2021). Probability out of proportion: Self-explanation and example-based practice help low proportional reasoning students learn probability. Instructional Science, 49, 441-473. https://doi.org/10.1007/s11251-021-09550-9
- Learning from Errors
- Booth, J.L., Lange, K.E., Koedinger, K.R., & Newton, K.J. (2013). Using example problems to improve student learning in algebra: Differentiating between correct and incorrect examples. Learning and Instruction, 25, 24-34.
- Barbieri, C., & Booth, J.L. (2016). Support for struggling students in algebra: Contributions of incorrect worked examples. Learning and Individual Differences, 48, 36-44.
- Barbieri, C., & Booth, J.L. (2020). Mistakes on display: Explaining displayed errors refines algebraic equation solving. Applied Cognitive Psychology, 34(4), 862-878. https://doi.org/10.1002/acp.3663
- Other Principles
- Booth, J.L., & Koedinger, K.R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on students’ solutions of algebra problems. British Journal of Educational Psychology, 82, 492–511.
- Barbieri, C., Miller-Cotto, D., & Booth, J.L. (2019). Lessening the load of misconceptions: Design-based principles for algebra learning. Journal of the Learning Sciences 28:3, 381-417, DOI: 10.1080/10508406.2019.1573428
- Miller-Cotto, D., Booth, J.L., & Newcombe, N.S. (2022). Sketching and verbal self-explanation: Do they help middle school children solve science problems? Applied Cognitive Psychology http://doi.org/10.1002/acp.3980
- Reviews of existing literature on application of cognitive science principles in STEM
- Koedinger, K.R., Booth, J.L., & Klahr, D. (2013). Instructional complexity and the science to constrain it. Science, 342, 935-937.
- Booth, J.L., McGinn, K.M., Barbieri, C., Begolli, K., Chang, B, Miller-Cotto, D., Young, L.K., & Davenport, J.L. (2017). Evidence for cognitive science principles that impact learning in mathematics. In D.C. Geary, D. Berch, R. Oschendorf, & K.M. Koepke (Eds.) Mathematical Cognition and Learning Volume 3: Acquisition of Complex Arithmetic Skills and Higher-Order Mathematics Concepts (pp. 297-325). Oxford, UK: Elsevier.