Retrieval Practices Enhance Computational and Scientific Thinking Skills Article Swipe
Osman Yaşar
,
Jose Maliekal
,
Peter Veronesi
,
Leigh Little
,
Michael Meise
,
Ibrahim H. Yeter
·
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.3389/fpsyg.2022.892276
YOU?
·
· 2022
· Open Access
·
· DOI: https://doi.org/10.3389/fpsyg.2022.892276
The notion of teaching experts’ habits of mind (e.g., computational thinking and scientific thinking) to novices seems to have inspired many educators and researchers worldwide. In particular, a great deal of efforts has been invested in computational thinking (CT) and its manifestations in different fields. However, there remain some troubling spots in CT education as far as how to teach it at different levels of education. The same argument applies to teaching scientific thinking (ST) skills. A remedy has been suggested to narrow CT and ST skillsets down to core cognitive competencies so they can be introduced in early and middle grades and continue to be nurtured during secondary and post-secondary years. Neuroscientists suggest that the act of (computational) thinking is strongly linked to the acts of information storage/retrieval by our brain. Plus, years of research have shown that retrieval practices promote not only knowledge retention but also inductive reasoning and deductive reasoning. Not surprisingly, these reasoning skills are core elements of both CT and ST skillsets. This article will mesh the findings of a teacher professional development with the existing literature to lay a claim that retrieval practices enhance CT and ST skills. The study offered training to secondary school teachers ( n = 275) who conducted classroom action research to measure the impact of retrieval practices on teaching and learning of STEM and CT concepts. We used a quasi-experimental research design with purposeful sampling and a sequential mixed-methods approach focusing on the impact of professional development on teacher outcomes and, in turn, on student outcomes. A survey of teacher participants showed that the majority (96%) of survey respondents ( n = 232) reported a good understanding of retrieval strategies, and how relevant ideas can be implemented and tested in the classroom. A large number of action research (target-control) studies by teachers ( n = 122) showed that students who learned STEM and CS concepts through retrieval practices consistently scored 5–30% higher than those using the usual blocked practice. In most cases, the difference was statistically significant ( p < 0.05). While the study contributes to retrieval practices literature, those looking for best practices to teach core CT and ST skills should benefit from it the most. The study concludes with some recommendations for future research based on the limitations of its current findings.
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- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.3389/fpsyg.2022.892276
- https://www.frontiersin.org/articles/10.3389/fpsyg.2022.892276/pdf
- OA Status
- gold
- Cited By
- 11
- References
- 70
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W4285820398
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W4285820398Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.3389/fpsyg.2022.892276Digital Object Identifier
- Title
-
Retrieval Practices Enhance Computational and Scientific Thinking SkillsWork title
- Type
-
articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2022Year of publication
- Publication date
-
2022-06-29Full publication date if available
- Authors
-
Osman Yaşar, Jose Maliekal, Peter Veronesi, Leigh Little, Michael Meise, Ibrahim H. YeterList of authors in order
- Landing page
-
https://doi.org/10.3389/fpsyg.2022.892276Publisher landing page
- PDF URL
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https://www.frontiersin.org/articles/10.3389/fpsyg.2022.892276/pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
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goldOpen access status per OpenAlex
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https://www.frontiersin.org/articles/10.3389/fpsyg.2022.892276/pdfDirect OA link when available
- Concepts
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Argument (complex analysis), Computational thinking, Psychology, Mathematics education, Cognition, Deductive reasoning, Professional development, Action (physics), Analytical skill, Pedagogy, Computer science, Chemistry, Artificial intelligence, Physics, Biochemistry, Neuroscience, Quantum mechanicsTop concepts (fields/topics) attached by OpenAlex
- Cited by
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11Total citation count in OpenAlex
- Citations by year (recent)
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2025: 1, 2024: 4, 2023: 3, 2022: 3Per-year citation counts (last 5 years)
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70Number of works referenced by this work
- Related works (count)
-
10Other works algorithmically related by OpenAlex
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