In:
Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, Hogrefe Publishing Group, Vol. 54, No. 4 ( 2022-10), p. 135-141
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.
Type of Medium:
Online Resource
ISSN:
0049-8637
,
2190-6262
DOI:
10.1026/0049-8637/a000258
Language:
English
Publisher:
Hogrefe Publishing Group
Publication Date:
2022
detail.hit.zdb_id:
2091002-2
detail.hit.zdb_id:
201142-6
SSG:
5,2
SSG:
5,3
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