Science lessons often ask pupils to process abstract ideas, unfamiliar vocabulary, diagrams, models and practical observations all at once. This session explores how teachers can use selected ideas from cognitive science and neuroscience-informed research to make that complexity more manageable without oversimplifying the science.
The session will focus on three classroom applications: using dual coding to improve explanations and support understanding; applying cognitive load theory to design clearer instruction; and using retrieval practice to strengthen long-term memory.
Along the way, participants will consider where these approaches are most useful in science, where they can be misapplied, and how to adapt them for different contexts and age groups. This is a practical, evidence-informed session designed for classroom teachers and subject leaders who want to refine their teaching.
Participants will leave with a clearer understanding of the research base, concrete examples from science teaching, and strategies they can use to improve pupils’ learning, recall and confidence.
By the end of the session, participants will be able to: •identify key principles about memory and learning that are relevant to science teaching; •select and adapt dual coding strategies to support pupils’ explanations of scientific concepts; •apply cognitive load principles when planning explanations, modelling and tasks; •use retrieval practice in ways that support durable learning in science; •evaluate their own classroom practice for opportunities to improve clarity, retention and progression.
Background: When I started teaching, my training did not mention the brain - it was as if we'd forgotten that this is where learning happens! I have a degree in cognitive neuropsychology, so this seemed surprising. Happily, as my career progressed, the sector has moved on to a great understanding of the principles of cognitive science and I have been heartened to see the impact of this on students. Through classroom practice, collaboration with colleagues and engagement with research on memory and learning, I will share an approach that focuses on a small number of evidence-informed principles with clear relevance to science teaching. Rather than offering “quick fixes”, this session draws together practical strategies that have helped make explanations clearer, reduce unnecessary cognitive overload and strengthen long-term retention
