Applying the science of learning to teacher professional development and back again: Lessons from 3 country contexts

Abstract

Background: Evidence from the science of learning suggests that playful learning pedagogical approaches exist along a spectrum and can support student learning. Leveraging active engagement, iterative, socially interactive, meaningful, and joyful interactions with content also supports student learning. Translating these concepts into guidance and support for teachers is lacking.

Method: We introduce a tool designed to support teachers in implementing across the facilitation spectrum and leverage the characteristics that help children learn. Across three international contexts, we engaged with 1207 teachers and the tool was used 4911 times.

Results: Student age, the intended learning goal, and context influenced teachers' use of the tool, suggesting that contextualization is critical, even when basing programs on evidence-based, universal principles given by the science of learning.

Conclusion: Science of learning research must be effectively translated but we must use evidence from teachers and real-life classrooms to inform those studying the science of learning.

Keywords: Cognitive development; Cognitive psychology; Education; Playful learning; Science of learning; Teacher education.