scholarly journals Interleaving Retrieval Practice Promotes Science Learning

2021 ◽  
Author(s):  
Faria Sana ◽  
Veronica X. Yan

Can interleaved retrieval practice enhance learning in classrooms? Across a four-week period, students (N = 155) took a weekly quiz in their science courses testing half of the concepts taught in that week. Questions on each quiz were either blocked by concept or interleaved with different concepts. A month after the final quiz, students were tested on the concepts covered in the four-week period. Replicating the retrieval practice effect, participants performed better on concepts that had been on blocked quizzes (M = 54%, SD = 28%) than on concepts not been quizzed (M = 47%, SD = 20%, d = .30). Interleaved quizzes led to even greater benefits, revealing an interleaving benefit: participants performed better on concepts that had been on interleaved quizzes (M = 63%, SD = 26%), than concepts that had been on blocked quizzes (d = .35). These results demonstrate a cost-effective strategy to promote classroom learning.

2021 ◽  
Vol 55 (2) ◽  
pp. 565-583
Author(s):  
Ke Zhan ◽  
Quanxiong Lu ◽  
Sengwei Xia ◽  
Congnan Guo ◽  
Sisi Zhao ◽  
...  

1995 ◽  
Vol 108 (4) ◽  
pp. A18 ◽  
Author(s):  
I Hussain ◽  
WH Farrar ◽  
EJ Sofian ◽  
TF Bader ◽  
JD Strom ◽  
...  

2021 ◽  
Author(s):  
◽  

A growing body of evidence suggests that recognition of the collective tenure rights of Indigenous Peoples, local communities, and Afro-descendants is a powerful and cost-effective strategy for addressing the climate and biodiversity crises. In spite of this, international funding for rights recognition pales in comparison to donor mobilization around alternative solutions to these crises.


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