UnLocke-ing learning in maths and science: the role of cognitive inhibition in developing counter-intuitive concepts
Issue 20 | Page 19 | Published Jan 2021
This paper draws on findings from educational neuroscience to provide insights into the role of cognitive inhibition in relation to overcoming misconceptions, and reports on the UnLocke Project, which aimed to develop a computer-based intervention to encourage children to engage their inhibitory control and improve their performance in science and maths.
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