(Carpenter et al., 2016) found that retrieval practice helped high-achieving students learn but, for low achievers, simply recopying the information was most helpful to them. This idea is reflected in the research literature, which is rife with interactions among student variables such as prior knowledge the nature of learning materials and the method of assessment (McDaniel and Butler, 2010). Interactions, not main effects, are at the heart of teaching ( (Chew et al., 2009) (Daniel and Poole, 2009)). While each of these factors is important, teachers must consider all of them simultaneously, as well as how each factor influences and is influenced by others (Nuthall, 2007). Other research might focus solely on metacognition (e.g. For example, much research is based on the assumption that the primary goal of teaching is to have students learn and retain information for a long period of time, so it focuses on effective learning strategies for long-term recall (e.g. Because learning science generally studies only one or two factors in isolation, the emphasis is also on main effects or relatively simple interactions rather than complex interactions. (Karpicke et al., 2009) found that retrieval-based learning, which has strong empirical support from controlled studies with college students, was not effective for elementary school students tested in school settings. They may not work in the classroom context or, more likely, they may work under some conditions but not in others for example, Karpicke et al. However, many learning principles that work in the controlled context of the lab fail to translate directly to the classroom. Learning science research aims to replace untested assumptions and intuitions about how people learn with empirically supported principles.
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