With all the recent updates and advances in education and the cognitive sciences, it's crucial that we update and advance how we teach. It is time for our practices to reflect a focus on the way people think and learn rather than solely on the product of that learning. This new edition of the bestselling The Brain-Targeted Teaching® (BTT) Model…

Four principles of cognitive science were used to make systematic revisions in middle school science instructional modules from two kinds of curriculum: one popular textbook series and one popular hands-on series (two modules each). Schools were randomly assigned to 1 of the 3 arms (cognitive science modifications with professional development,…

Much of the philosophical debate regarding technological epistemic enhancement concerns interventions on cognitive capacities that are already performing well in order that they perform even better. However, several decades of research in cognitive science demonstrates that humans harbor systematic cognitive biases that can produce ill-grounded,…

"Teach Like a Champion 3.0" is the long-awaited update to Doug Lemov's highly regarded guide to the craft of teaching. This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence. In this edition, you will find new and updated teaching…

Dance Improvisation is an essential skill and tool for dancers. It is grounded in the kinesthetic experience and its constantly changing dynamic qualities through self-movement. It requires a spontaneous kinesthetic response in a spatiotemporal vigorous qualitative dynamic happening of affect and movement; a momentum that allows dancers to perform…

Those in education committed to folk psychology (everyday talk about ourselves) reject the advances of neuroscience as the way to explain learning. Winch is one of the most determined defenders of folk psychology. Yet his account of folk psychology is weak and his rejection of neuroscience is deeply flawed. This article sets out Winch's…

The underlying structures that are common to the world's languages bear an intriguing connection with early emerging forms of "core knowledge" (Spelke & Kinzler, 2007), which are frequently studied by infant researchers. In particular, grammatical systems often incorporate distinctions (e.g., the mass/count distinction) that reflect…

Since the turn of the millennium, there has been a surge of interest in diverse forms of spontaneous thinking, such as mind-wandering, and their associated brain networks. Studies demonstrate the pervasiveness of these phenomena as well as their effects on education-relevant domains such as academic skills, well-being, creativity, executive…

Formal theories of mental representation have receded from the importance they had in the early days of cognitive science. I argue that such theories are crucial in any mental domain, not just for their own sake, but to guide experimental inquiry, as well as to integrate the domain into the mind as a whole. To illustrate the criteria of adequacy…

This paper is concerned with fair and valid testing. It reports on a long-term project aimed at creating visual accessibility resources in mathematics computer-administered test items in a large-scale assessment system. We discuss our experience designing and developing pop-up illustration glossaries (IGs) for second language learners (SLLs) --…

"Vision and Change" challenged biology instructors to develop evidence-based instructional approaches that were grounded in the core concepts and competencies of biology. This call for reform provides an opportunity for new educational tools to be incorporated into biology education. In this essay, we advocate for learning progressions…

Cognition is not just 'in the head'; it extends well beyond the skull and the skin. Non-Cartesian Cognitive Science views cognition as being embodied, environmentally embedded, enacted, encultured, and socially distributed. The Douglas Fir Group (2016) likewise recognizes languages as emergent, social, integrated phenomena. Language is the…

A critical goal for science education is to design and implement learning activities that develop a deep conceptual understanding, are engaging for students, and are scalable for large classes or those with few resources. Approaches based on peer learning and online technologies show promise for scalability but often lack a grounding in cognitive…

Models of category learning have been extensively studied in cognitive science and primarily tested on perceptual abstractions or artificial stimuli. In this paper, we focus on categories acquired from natural language stimuli, that is, words (e.g., "chair" is a member of the furniture category). We present a Bayesian model that, unlike…

Interdisciplinary understanding requires integration of insights from different perspectives, yet it appears questionable whether disciplinary experts are well prepared for this. Indeed, psychological and cognitive scientific studies suggest that expertise can be disadvantageous because experts are often more biased than non-experts, for example,…