Evidence of the Spacing Effect and Influences on Perceptions of Learning and Science Curricula.

Clicks: 192
ID: 278573
2022
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Abstract
The conventional science curricula generally favour educational practices that yield high scores on immediate examination, though it may not accurately predict students' long-term academic achievement. In view of the pre-exam cramming phenomenon, this article shows the evidence of spacing effect in science education and probes into its theoretical mechanisms, effectiveness in experimental settings, and current applications in science learning. In brief, spacing works by repeatedly presenting the learning material across various temporal intervals. This paper suggests that spacing could significantly result in greater memory strength by alleviating multiple neurocognitive and behavioural properties of learning that are hampered by cramming. Together with the analysis of its relevance in science education, the spacing effect may further provide leverages for promoting long-term conceptual understanding and reflective skill development. However, there are many reasons that students and teachers may not be aware of or fully appreciate its benefits. Finally, this article discusses systemic barriers to why spaced repetition is underutilized in science curricula.
Reference Key
yuan2022evidencecureus Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Yuan, Xuechen;
Journal Cureus
Year 2022
DOI
e21201
URL
Keywords
science education memory judgment of learning massed learning spacing effect

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