The Education and Cognition (EdCog) Journal Club creates a hyflex learning environment for researchers, academics and community members to come together to discuss concepts related to learning, education and teaching. The biweekly meetings run in the Fall and Winter terms, and draw upon current and historic research articles that have informed the science of learning. In a typical meeting, we have representatives joining us online from several campuses to complement the in-person cohort to engage in lively discussions about assigned journal article readings connecting research on education and cognition to applications in education, training and policy. We will discuss the utility of the research papers and how we can employ the techniques in our classrooms (or industry).
All are welcome to both terms of the Journal Club. The aim of both semesters is the same – how can we inform our own teaching practices using evidence-based strategies.
Information Box Group
Fall 2024
The fall term will engage a collection of interdisciplinary research papers that investigate the scholarship of teaching and learning. TA’s from McMaster Universities Introduction to Psychology course will guide members through the teachings and facilitate discussions to enhance learning and application of concepts. Members will be given opportunities to engage with interdisciplinary researchers, academics (from all levels and stations of learning) and community members from across Ontario and Canada.
Winter 2025
The winter term will include more advanced readings looking at new, cutting-edge research in the field of Education Cognition. The McCall MacBain Postdoctoral Fellows will facilitate members as they dissect the theories, methods, results and conclusions from these fascinating papers.
Through two semesters of participation, Members will gain a solid foundation in essential and applied readings in Education and Cognition to pursue discipline-based education research (DBER) projects and influence policy under the supervision of a faculty member.
Fall 2024 – Intro To Education and Cognition
| Date | Reading |
|---|---|
| September 25 | Robinson, K. A., Lee, S. Y., Friedman, S., Christians, E., McKeague, M., Pavelka, L., & Sirjoosingh, P. (2022). “You know what, I can do this”: Heterogeneous joint trajectories of expectancy for success and attainment value in chemistry. Contemporary Educational Psychology, 69, 102055. |
| October 9 | McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L. III, & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20(1), 3–21. |
| October 30 | Brady, S. T., Hard, B. M., & Gross, J. J. (2018). Reappraising test anxiety increases academic performance of first-year college students. Journal of Educational Psychology, 110(3), 395. |
| November 13 | Pan, S.C., Sana, F., Samani, J., Cooke, J., & Kim J.A. (2020) Learning from errors: students’ and instructors’ practices, attitudes, and beliefs. Memory, 28:9, 1105-1122. |
| November 27 | Bozeman, R., Mallett, R. K., Mitchell, L., & Tindale, R. S. (2023). May we take the test as a group? Examining group processes and member learning in a collaborative testing environment. Active Learning in Higher Education, 0(0). |
Winter 2025
| Date | Reading |
|---|---|
| TBD | TBD |
| TBD | TBD |
| TBD | TBD |
| TBD | TBD |
| TBD | TBD |
| TBD | TBD |
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