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cognitive science

Reducing cognitive load in Oxford Smart Activate

February 2, 2024December 4, 2024Oxford Science Team
Oxford Smart Activate

Cognitive load relates to the amount of information that a person can hold in their working memory at any one time. During learning, information is held in your working memory until it has been processed enough to transfer into your larger capacity long-term memory. If new information is not transferred, it will most likely be […]

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How to revise science at Key Stage 3

January 10, 2023April 4, 2024Oxford Science Team 1 Comment

Revision experts Primrose Kitten and Jessica Walmsley discuss three simple steps to revise Science successfully at Key Stage 3.

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Metacognitive strategies in the science classroom

July 15, 2021January 29, 2024Oxford Science Team
Metacognitive strategies

‘Metacognition has become a bit of a buzz word of late, often grouped in with the latest resource or strategy that does the rounds online. But, is it worth all the hype and how can you incorporate it into your science classroom?‘ Lauren Stephenson Metacognition is commonly referred to as ‘learning to learn’ and it […]

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How can Oxford Revise help students to revise more effectively?

February 3, 2020January 29, 2024Oxford Science Team 1 Comment

Adam Boxer, one of the authors of the new Oxford Revise series, explains how its Knowledge, Retrieval, Practice model leads to truly effective revision. If you’re anything like me, one of the questions you’ll be asked the most by students is how they should revise. Most students and parents don’t really know how to do it. So […]

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Using retrieval to support long-term learning in science

October 15, 2019January 29, 2024Oxford Science Team

Learning science involves the acquisition and retention of a large body of knowledge. To be useful, both in assessments and in everyday life, this knowledge needs to be stored durably in memory. Knowledge also needs to be accessible when attempts are made to retrieve it. Aware that students felt overwhelmed by the quantity of content […]

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Revision strategies from cognitive science

September 30, 2019January 29, 2024Oxford Science Team 2 Comments

Revision. A word which probably conjures up memories of the anxious weeks before exams, frantically reading through notes wielding a highlighter in an attempt to get vaguely remembered knowledge into your head. Perhaps you did some practice questions, or maybe you felt so overwhelmed that you ended up doing nothing. Whatever your approach, you would […]

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Why you should add more SLOP to your science lessons — and how to do it

September 23, 2019January 29, 2024Oxford Science Team

If you have been roaming through the education blogosphere or edutwitter you will have started to notice an increase in the reference of SLOP. What is SLOP? SLOP stands for ‘Shed Loads of Practice’. The term SLOP was coined by Adam Boxer and Ruth Walker in the early stages in the formation of CogSciSci , a group of teachers and […]

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An introduction to cognitive science

September 16, 2019January 26, 2024Oxford Science Team 1 Comment

By Dom Shibli FCCT Dom is a Senior Lecturer in Secondary Science at the University of Hertfordshire. He is a proud founding fellow of the Chartered College of Teaching and contributes to the CogSciSci website. He applauds the use of cognitive science within the teaching profession but hopes that it doesn’t become the next fad […]

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A deep dive into the unknown or light at the end of the tunnel? Thoughts on the new Ofsted framework

June 3, 2019May 30, 2019Oxford Science Team
Light at end of tunnel image

By Emma Bishop, Subject Leader for Science in a Devon Academy During my 23 years as a teacher, I have endured my fair share of jumping through Ofsted-generated hoops. Fads have come and gone and the days of high stakes lesson observations where we were falling over ourselves to show rapid progress are still fresh […]

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