Bridging Cognitive Science and Classroom Practice: Teachers’ Use of Learning Science Principles in Primary Education
DOI:
https://doi.org/10.63011/yy5ek184Keywords:
cognitive science, instructional strategies, learning principles, primary education, teacher practiceAbstract
Despite increasing emphasis on learning science principles to enhance instructional effectiveness, evidence suggests a persistent gap between cognitive science research and its practical application in primary education, particularly in the Indonesian context. This study aimed to investigate how primary school teachers incorporate learning science principles into their teaching practice. A mixed-methods design was employed, conducted at private primary schools in East Java, Indonesia, involving 42 teachers. Quantitative data were collected through structured questionnaires assessing the frequency and depth of principle application, while qualitative data were obtained from semi-structured interviews to provide rich contextual insights into instructional decision-making. Results indicated that many teachers intentionally integrate principles such as spaced repetition, multimodal representation, and retrieval practice into lesson planning. At the same time, constraints related to curriculum requirements, resource availability, and confidence in translating theory into practice limited the consistency and depth of application. Teachers demonstrated reflective engagement with cognitive science-informed strategies, yet variations were observed in systematic assessment of student understanding and knowledge retention. These findings highlight the nuanced relationship between theoretical knowledge and practical implementation, emphasizing the need for professional development that strengthens both conceptual understanding and the ability to adapt principles to diverse classroom conditions.
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