To get started | Explanation | Role of use-inspired basic cognitive science |
---|---|---|
Instructors as scientist–educators | Promote a scientist–educator model for instructors to encourage scholarly teaching | Working knowledge of cognitive science and scientific literacy is essential for educators; role for cognitive scientists as consultants |
Design pragmatic-controlled trials | Use random assignment and blinded procedures to test the effectiveness of interventions in real college classrooms with an emphasis on generalizability | Use-inspired cognitive scientists needed to identify essential components; role for cognitive scientists as consultants |
Use a planning and evaluation framework | Before conducting research, use a planning and evaluation framework to highlight naturally occurring moderator variables to examine within the research design If research has already been conducted, use a planning and evaluation framework to assess the extent to which the study design matched real-world settings | Cognitive scientists can collaborate with educators to identify potential moderators and design ways to measure them |
Expand reporting of research | Systematically document issues related to exclusion/inclusion of settings (e.g., classrooms or universities), instructors, and students, reasons for exclusion/inclusion, and extended monitoring of the intervention after the project ends | Provides basic researchers, practice-based researchers, and scholarly instructors with shared terminology and standards, making research interpretable across settings and goals (e.g., were color-blind participants included?) |