Retrieval practice and retention of course content in a middle school science classroom

We investigated the effect of retrieval practice (i.e., the use of testing to enhance learning) by middle school students on science learning in an authentic educational setting. For initial study, all students (n = 39) read a science text and made study notes about the text, a regular study activity in their course. For restudy (2 days later), students either copied their notes or did retrieval practice. For the final test (an additional 2 days later), all students did a recall task from memory. Students in the retrieval practice condition showed better retention of information than students in the copy condition. These results add to a growing body of research on the use of retrieval practice as an effective learning tool for retention within authentic school settings.

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Work Title Retrieval practice and retention of course content in a middle school science classroom
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Open Access
Creators
  1. Thomas Rowley
  2. Matthew T. McCrudden
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Applied Cognitive Psychology
Publication Date November 1, 2020
Publisher Identifier (DOI)
  1. https://doi.org/10.1002/acp.3710
Deposited November 15, 2021

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