Ainsley Miller, Rosanne English, Ryan Stewart

Embedding Scientific Learning Strategies in Disciplines

Authors: Rosanne English, Ainsley Miller, Ryan Stewart

This ALDinHE funded project explored how evidence-based learning strategies could be embedded within subject-specific teaching with the intention of supporting student engagement and outcomes. Drawing on techniques such as spaced learning, dual coding, and the use of concrete examples as scientifically supported learning techniques, we worked across three science disciplines including Statistics and Computer Science to design and implement discipline embedded interventions.

In computer science, in-class polling was used to deliver spaced learning, and students were invited to complete a dual coding task on the Transport Layer Security protocol. In statistics, students created infographics and presentations to explore dual coding, while spaced learning was introduced through quizzes on complex topics such as survival analysis.

A self-motivation survey was delivered to evaluate changes in student motivation before and after the interventions. While engagement with the survey was strong pre-intervention, most did not complete the post-intervention survey, meaning we were unable to complete analysis on this component. However, we were able to gather anecdotal feedback across subjects and complete an interview with two students who completed one of the statistics modules.  Feedback around the embedded activities themselves was generally positive.

Student feedback highlighted the value of embedding learning strategies directly into subject content. One student commented that the activities “helped me understand the topic better because I could see how it worked in real life.” Another noted that “having to explain it in different ways made me think more deeply about what I was doing.”

Challenges

Engagement with evaluation activities was limited, particularly with post intervention motivation surveys as mentioned above, as well as focus groups. We believe that offering time within class to complete these activities would have improved participation. As we noted, “an opportunity to complete [the survey] during the classroom session later in the modules would be more effective.”

Lessons Learned

Despite these limitations, the project demonstrated that embedding learning development strategies within disciplinary contexts can be beneficial. We found that students responded positively when the rationale for the activity was made explicit, there was opportunity for external feedback, and when they had time and space to engage fully within existing scheduled.  To maximise the potential benefits of this approach, we recommend that educators make it visible, integral and meaningful.

• Make it visible: Clearly explain the purpose and benefits of learning strategies to students.
• Make it integral: Embed activities into timetabled sessions to maximise participation.
• Make it meaningful: Provide feedback opportunities to reinforce learning and motivation.

Whilst there is limited evidence to make any supported claims, we do believe there is value in embedding scientifically proven learning techniques into disciplinary context, but this must be done with care.

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