Abstract
Although research on retrieval practice—the process of bringing previously learned information to mind via quizzes, flashcards, etc.—dates back to the late 1800s, it took nearly 100 years to gain popularity among educators as a teaching strategy. This was due, in part, to the limited availability of practical recommendations on how to use retrieval practice to improve learning. Recently, there has been a rapid expansion in science communication of retrieval practice research in many forms, including books, blogs, podcasts, and engagement on social media. As one indication of growing interest among the general public, in 2019 the phrase “retrieval practice” became more frequently searched than “testing effect” on Google.
In this commentary, I reflect on my personal experience in the science communication of retrieval practice research, with a specific focus on a website (retrievalpractice.org), an email newsletter, and brief practice guides I developed for teachers over the previous decade. We currently lack empirical measurement of the impact of science communication on classroom implementation; thus, I offer five recommendations for translating research based on my own trials and errors. Looking forward to the next 100 years, I am optimistic that retrieval practice will be common knowledge as a valuable learning strategy and that teachers will leverage it to increase student achievement.
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Acknowledgements
I am grateful for the growing community of women, LGBTQ+, and BIPOC experts on retrieval practice research for their collaboration and support, who are integral to the science communication efforts discussed in this article. I thank the editor and four anonymous reviewers for their feedback. The research and dissemination activities discussed in this publication were supported in part by the Institute of Education Sciences. The opinions expressed do not represent the views of the Institute or the US Department of Education.
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Agarwal, P.K. Personal Reflections on Science Communication and Sharing Retrieval Practice Research with Teachers. Educ Psychol Rev 36, 3 (2024). https://doi.org/10.1007/s10648-023-09839-w
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DOI: https://doi.org/10.1007/s10648-023-09839-w