As scientists, we routinely use evidence to guide our research, yet many of us rely on intuition, tradition, or personal experience when making teaching decisions. This masterclass explores what research from education, cognitive psychology, and discipline-based education research tells us about how students learn and which teaching practices are most effective.

We will examine several influential ideas, including cognitive load theory, the worked example effect, active learning, and Self-Determination Theory, and discuss what the evidence says about their impact on student learning, motivation, and engagement. Rather than focusing on theory alone, the session will emphasise practical implementation. Participants will leave with concrete strategies that can be used immediately in tutorials and laboratories, approaches for designing more effective lectures, and broader curriculum and assessment practices for those responsible for course design.

Whether you are a tutor, lecturer, or course convenor, this session will help you make evidence-informed decisions that improve student learning and create more engaging learning environments.

Contact the host of Taking a Scientific Approach to Teaching