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Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving

Rowlandson, Paul; Simpson, Adrian

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Abstract

The turn to ‘evidence‐based education’ in the past three decades favours one type of evidence: experiment. Knowledge brokers ground recommendations for classroom practice on reports of experimental research. This paper distinguishes field and laboratory experiments, on the basis of control and precision of causal ascription. Briefly noting problems with knowledge brokers’ extrapolating from field experiments, the paper's main focus is on extrapolating from laboratory experiments, using the case of ‘interleaving’. It argues that knowledge brokers often extrapolate from laboratory experiments as if they are field experiments. By considering both laboratory and ‘extra‐lab’ interleaving studies, it suggests that an alternative extrapolation—creating laboratory effects in the classroom—has little pedagogical value. The conclusion suggests focussing on mechanisms, contexts and outcomes as a more useful basis for brokering pedagogical knowledge from laboratory experiments.

Citation

Rowlandson, P., & Simpson, A. (2024). Brokering knowledge from laboratory experiments in evidence‐based education: The case of interleaving. British Educational Research Journal, https://doi.org/10.1002/berj.4037

Journal Article Type Article
Acceptance Date May 16, 2024
Online Publication Date May 31, 2024
Publication Date May 31, 2024
Deposit Date May 17, 2024
Publicly Available Date Jun 7, 2024
Journal British Educational Research Journal
Print ISSN 0141-1926
Publisher Wiley
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1002/berj.4037
Keywords evidence informed practice, knowledge exchange
Public URL https://durham-repository.worktribe.com/output/2442988

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