How to promote lasting learning in schools : : theoretical approaches and an agenda for research

Abstract: Creating lasting knowledge is an important goal of education. But how much do students retain what they have learned in school beyond the next class assignment? Is school instruction suitable for creating lasting knowledge and skills? And what can teachers do to foster the learning of lasting knowledge? We present a selective overview of research on these questions. The two theoretical strands that deal with lasting learning are meaningful learning and desirable difficulties in learning. We propose combining ideas from these two approaches to develop a comprehensive theoretical account of lasting learning and sketch questions that research should clarify to enable such a theory

Object Details

• Location: Deutsche Nationalbibliothek Frankfurt am Main
• Extent: Online-Ressource
• Language: Englisch
• Notes: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie. - 54, 4 (2022) , 135-141, ISSN: 2190-6262

Classification and Topics

• Classification: Erziehung, Schul- und Bildungswesen

Contributors, Places and Time

• Event: Veröffentlichung
• (where): Freiburg
• (who): Universität
• (when): 2022
• Creator: Richter, Tobias ; Berger, Roland ; Ebersbach, Mirjam ; Eitel, Alexander ; Endres, Tino ; Borromeo Ferri, Rita ; Hänze, Martin ; Lachner, Andreas ; Leutner, Detlev ; Lipowsky, Frank ; Nemeth, Lea ; Renkl, Alexander ; Roelle, Julian ; Rummer, Ralf ; Scheiter, Katharina ; Schweppe, Judith ; Aufschnaiter, Claudia von ; Vorholzer, Andreas Stefan

Further information

• DOI: 10.1026/0049-8637/a000258
• URN: urn:nbn:de:bsz:25-freidok-2320151
• Rights: Open Access; Der Zugriff auf das Objekt ist unbeschränkt möglich.
• Last update: 25.03.2025, 1:54 PM CET