Tobias Richter, R. Berger, M. Ebersbach, Alexander Eitel, Tino Endres, R. Ferri, M. Hänze, A. Lachner, D. Leutner, Frank Lipowsky, Lea Nemeth, A. Renkl, Julian Roelle, R. Rummer, K. Scheiter, J. Schweppe, C. Aufschnaiter, Andreas Vorholzer
{"title":"如何促进学校的持续学习","authors":"Tobias Richter, R. Berger, M. Ebersbach, Alexander Eitel, Tino Endres, R. Ferri, M. Hänze, A. Lachner, D. Leutner, Frank Lipowsky, Lea Nemeth, A. Renkl, Julian Roelle, R. Rummer, K. Scheiter, J. Schweppe, C. Aufschnaiter, Andreas Vorholzer","doi":"10.1026/0049-8637/a000258","DOIUrl":null,"url":null,"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.","PeriodicalId":45028,"journal":{"name":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":"{\"title\":\"How to Promote Lasting Learning in Schools\",\"authors\":\"Tobias Richter, R. Berger, M. Ebersbach, Alexander Eitel, Tino Endres, R. Ferri, M. Hänze, A. Lachner, D. Leutner, Frank Lipowsky, Lea Nemeth, A. Renkl, Julian Roelle, R. Rummer, K. Scheiter, J. Schweppe, C. Aufschnaiter, Andreas Vorholzer\",\"doi\":\"10.1026/0049-8637/a000258\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":45028,\"journal\":{\"name\":\"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2022-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"6\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1026/0049-8637/a000258\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Zeitschrift Fur Entwicklungspsychologie Und Padagogische Psychologie","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1026/0049-8637/a000258","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
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.