Research at the Interface of Cognition, Education, and Disciplinary Science

• Laura Novick, Vanderbilt University
• Mary Hegarty, University of California, Santa Barbara
• Richard Catrambone, Georgia Institute of Technology
• John Pani, University of Louisville
• Thomas Shipley, Temple University

Abstract

Meeting the challenges of the 21st century will require both workers who are highly competent in fields of science and engineering and citizens who have a high degree of science literacy. Accomplishing these goals will, in turn, require changes to undergraduate science and engineering education (National Research Council, 2012). With their expertise in learning, memory, problem solving, and diagrammatic and spatial reasoning, cognitive scientists are ideally situated to make important contributions to this endeavor.

• The Paper: Research at the Interface of Cognition, Education, and Disciplinary Science

Back to Table of Contents