{"id":30661,"date":"2026-02-06T19:18:19","date_gmt":"2026-02-07T00:18:19","guid":{"rendered":"https:\/\/nstem.org\/staging\/?p=30661"},"modified":"2026-02-11T16:04:58","modified_gmt":"2026-02-11T21:04:58","slug":"how-to-promote-classroom-learning-through-cognitive-psychology","status":"publish","type":"post","link":"https:\/\/nstem.org\/staging\/2026\/02\/how-to-promote-classroom-learning-through-cognitive-psychology\/","title":{"rendered":"How to Promote Classroom Learning Through Cognitive Psychology"},"content":{"rendered":"
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Photo by NeONBRAND<\/a><\/figcaption><\/figure>\n

All students have experienced it at least once: A lecture so boring that sleeping upright feels like the best option. Even if the content of the lecture sounds interesting at first, a boring presentation can cause\u00a0 students to become completely disinterested in the topic. Thankfully, cognitive psychology can be a helpful tool for promoting effective learning by providing understanding of how the mind processes information.<\/span><\/p>\n

Active Recall Methods<\/a><\/strong><\/b><\/p>\n

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Photo by Alexis Brown<\/a><\/figcaption><\/figure>\n

In-class review time can be difficult to capitalize on. Passive forms of review such as tediously reading excerpts and endlessly drilling facts are very common, but are quite unenjoyable and rather unproductive. Instead, active recall methods like the Feynman technique (explaining the topic) and flashcards can be much more effective. Essentially, the more the information is retrieved, the easier it is for the brain to recall it later on.\u00a0<\/span><\/p>\n

Topic Comprehension<\/a><\/strong><\/b><\/p>\n

Sometimes, students diligently take notes in class but are still left wondering about the information\u2019s purpose. In order to help students learn more effectively, it can be helpful to teach students about the \u2018Why\u2019 behind the topic. Understanding how the new information fits into a larger picture within the topic or within the world can make a huge difference in comprehension.\u00a0<\/span><\/p>\n

Applying New Knowledge<\/a><\/strong><\/b><\/p>\n

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Photo by Ismail Salad Hajji Dirir<\/a><\/figcaption><\/figure>\n

As the students begin to understand the new material, it is important for them to make connections between what they are learning about and the subject\u2019s impact. By using their acquired knowledge in various situations like explaining a different concept or having a debate, students will begin to understand how what they have learned applies to different scenarios.\u00a0<\/span><\/p>\n

With technology being increasingly integrated into classrooms and many teachers looking to focus more on Project-Based Learning, students are having more opportunities than ever to learn in different ways. Going forward, using a cognitive learning approach can be beneficial to both teachers and students. Incorporating new strategies and techniques for learning will help to ensure an effective learning environment.<\/span><\/p>\n

Written by: Emma Schlosser<\/span><\/p>\n

Your NSTEM Journey Begins Here!<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

All students have experienced it at least once: A lecture so boring that sleeping upright feels like the best option. Even if the content of the lecture sounds interesting at first, a boring presentation can cause\u00a0 students to become completely disinterested in the topic. 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