The Indian Institute of Science is proud to host the fully in-person sixteenth iteration of the International Conference on Educational Data Mining (EDM) during July 11-14, 2023. EDM is the annual flagship conference of the International Educational Data Mining Society. The theme of this year's conference is "Educational data mining for…

In 2010, a comprehensive secondary school in the south of England implemented a whole-school approach to "learning to learn" (L2L). Drawing on a range of evidence-based practices, a team of teachers worked collaboratively to design and deliver a taught L2L curriculum to all students throughout Key Stage 3. In total, the first cohort of…

The University of Kansas Institute for Research in Learning Disabilities has designed and validated a set of task-specific learning strategies to teach mildly disabled students "how to learn" so they can more effectively cope with increased curriculum expectations. (Author/CL)

A cognitive processing model was adopted by the task force developing the National Association of Secondary School Principals' (NASSP) Learning Style Profile (LSP). The LSP contains 23 independent scales representing four higher order factors: cognitive skills; perceptual responses; study preferences; and instructional preferences. The subscales…

Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)

Illustrates how knowledge of the ways children develop understandings of science subjects can be used to improve instruction. Probes students' problems in understanding excretion. Suggests that understanding can be promoted through strategies that build on students' existing knowledge, elicit conceptual development, and establishes meaningful…

Points out that many students are unsuccessful learners either because they do not know how to learn or because they do not practice the skills they have been taught. Provides examples of composition assignments which teach students logical strategies. (ARH)

Examines implications of incorporating a metacognitive focus in the curriculum. Recommends an integrative and contextualized approach to teaching children to understand and apply metacognitive strategies. (RAE)

Models the creation of a complex mental geographic map to illustrate the geography teacher's instructional task to students. Cites 12 elements of a well-organized geography course that emphasizes spatial analysis, synthesis, and explanation of features and patterns that give geography its uniqueness among social science disciplines. (TRS)

Examines the generalizability of selective-attention and academic-studying hypotheses to a modified science chart medium. Describes the questions designed to selectively focus students' attention on specific columns in a modified science chart, with the goal of improving student achievement on a test measuring learning of content contained in…

Describes the results of part of an ongoing study to find and document "new literacy" classrooms. Seeks to describe new literacy classroom practices (i.e., assignments, assessments) as well as types of learning experienced by students and teacher in such classrooms. (SG)

Describes a highly effective reading program that focuses on learning strategies and the thinking process. (RB)

In a series of five experiments, novices read a text on computer programming, and engaged in one of the following learning strategies: advance organizer, model elaboration, comparative elaboration, normal reading (control). Results of transfer tests indicated a pattern in which the treatment groups excelled on the ability to put the information…

Provides a rationale for the use of graphic organizers (GOs), traces their history and development, reviews 16 studies that have used GOs as text adjuncts, and discusses limitations that have made GO research nonsystematic. Suggests future research should examine and answer how GOs can be constructed for classroom use. (PA)

Information-processing students solving problems in the 1960s and 1970s accepted the tradition of early experimental psychology in concentrating primarily on the study of "knowledge-lean" tasks in which competence can usually be acquired over short periods of learning and experience. In recent years, experts have examined knowledge-rich…