No pain, no gain – on desirable difficulties

desirable difficulties

Imagine you teach chemistry and want your students to learn the periodic table so that they can analyse chemical behaviour more easily. You therefore want them to memorise the periodic table. However, you also know that students are not going to do this on their own, so you motivate them by giving them a test. […]

How can formative action contribute to self-regulated learning?

Pupils or students are, as a rule, beginners; the knowledge and skills they have to master are mostly new. This in itself is not a problem. However, the tendency of pupils and students to under- and overestimate themselves is.[1] This leads, for instance, to students starting learning too late or they mistakenly think they already […]