Retrieval-based learning versus discussion; which review practice will better enhance primary school students’ knowledge of scientific content
Bibliographic Data
| ID | 21589922 |
|---|---|
| Authors | Anna Jakobsson (0000-0002-9355-2095, University West, corresponding author), Jenny Loberg (0000-0002-4331-1998, Foundation Nordens Ark, Åby Säteri), Maria Kjörk (0009-0002-1618-9568, University West) |
| Year | 2024 |
| Volume | 46 |
| Issue | 12 |
| Pages | 1216-1238 |
| Publication date | 2024-08-12 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2023.2283906 |
| OpenAlex | W4388978746 |
| Language | EN |
| Citations received | 1 |
| References cited | 40 |
Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods.Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom settings and assessing knowledge retention within a week.In this study we conducted a classroom experiment to compare the efficacy of retrieval-based learning to another active method of reviewing content, namely discussion, in promoting long-term knowledge retention among primary school science students.Additionally, we assessed the students' perceptions of these reviewing methods.A total of eighty-one primary school students participated in the study, which encompassed a lesson conducted at a zoo, followed by a review of the lesson content using either retrieval-based learning or discussion.Our findings indicated no impact of the method of reviewing on knowledge retention after either one week or four weeks.Nevertheless, notable effects were observed in terms of motivation, as students who employed retrieval-based learning for reviewing reported heightened levels of interest and enjoyment, along with perceiving greater benefits from the process.Additionally, boys in the discussion group reported increased curiosity, in contrast to girls who reported an inverse pattern
Content analysis · Curiosity · Mathematics education · Pedagogy · Perception · Teaching method · Vocabulary · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychological and Educational Research Studies · Psychology · Social Psychology
The International encyclopedia of education.
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Improving Students’ Learning With Effective Learning Techniques
Metacognitive strategies in student learning
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The Power of Testing Memory
Nine Contradictory Observations About Girls’ and Boys’ Upbringing and Education – The Strength-Based Approach as the Way to Eliminate the Gender Gap
Enhancing Student Interest to Promote Learning in Science
A Systematic Review of Science Discourse in K–12 Urban Classrooms in the United States
Testing the Effectiveness of Retrieval-Based Learning in Naturalistic School Settings
The general causality orientations scale
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |