Exploring the Use of Cognitive Science Approaches Alongside SOLO Taxonomy as a Pedagogical Framework to Build Deeper Knowledge in Science and Foundation Subjects at Primary Schools in UK

Abstract

Recent discoveries in cognitive science have led to understanding that there may be more effective ways to help pupils retain information, which then supports them to improve their critical thinking, thus leading to deeper learning. This paper explores a combination of two of these cognitive science approaches: retrieval practice and spaced learning. These were then combined with SOLO Taxonomy, a hierarchical system of learning words, to form a system in classrooms which could help pupils achieve deeper knowledge and understanding of a topic. The study seeks to examine whether the system is effective. With increased emphasis put upon the teaching of foundation subjects through Ofsted’s 2019 framework, it has become prescient to consider the struggles of primary school teachers who are not subject specialists. Accordingly, the system being studied was also devised to signpost less confident teachers through the knowledge and thus potentially help them, as non-experts, to better teach science and foundation subjects. This study demonstrates that the system has promise for helping non-experts, which in turn leads to improved learning and retention of knowledge.

Keywords

• Structure of the Observed Learning Outcomes
• SOLO
• subject knowledge
• cognitive science
• retrieval
• spaced learning