![]() ![]() Plainly put, students study a sheer volume of information at once to obtain immediate recall or recognition on the test items, which is dominant in practices among university students majoring in science subjects. A common phenomenon in the conventional classroom is massed learning in which students intensively study things before exams. Critiques have it that conventional curricula tend to omit the problems that lead to the reproduction of the dominant educational methods, thereby marginalizing other useful pedagogical approaches. The curriculum based on positivist epistemology is a product of Eurocentric narratives, whose main purpose is to produce standardized knowledge. While grading allows educators to provide a baseline evaluation for learners’ progress, it does not necessarily follow that such assessment is fair for every student. Finally, this article discusses systemic barriers to why spaced repetition is underutilized in science curricula.Ĭommon sense seems to dictate that school grades reflect students’ knowledge and understanding of tested subjects. However, there are many reasons that students and teachers may not be aware of or fully appreciate its benefits. Together with the analysis of its relevance in science education, the spacing effect may further provide leverages for promoting long-term conceptual understanding and reflective skill development. This paper suggests that spacing could significantly result in greater memory strength by alleviating multiple neurocognitive and behavioural properties of learning that are hampered by cramming. ![]() ![]() In brief, spacing works by repeatedly presenting the learning material across various temporal intervals. In view of the pre-exam cramming phenomenon, this article shows the evidence of spacing effect in science education and probes into its theoretical mechanisms, effectiveness in experimental settings, and current applications in science learning. The science of behavior that focuses on observable behavior only.The conventional science curricula generally favour educational practices that yield high scores on immediate examination, though it may not accurately predict students’ long-term academic achievement. A deliberate manipulation of a variable to see if corresponding changes in behavior result, allowing the determination of cause-and-effect relationships. A perspective that focuses on the biological bases of universal mental characteristics that all humans share. A tentative explanation of a phenomenon based on observations. The degree to which a test actually measures what it is supposed to measure. A study of one individual in great detail. The early perspective in psychology associated with William James, in which the focus of study is how the mind allows people to adapt, live, work, and play. The theory and therapy based on the work of Sigmund Freud. The branch of mathematics concerned with the collection and interpretation of numerical data. The tendency of a test to produce the same scores again and again each time it is given to the same people. Match each vocabulary term to its definition. ![]()
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