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Our study investigatesthe development and validation of a test for assessing primary school students’ICT skills required for personalized learning using ICT. Based on literature, aconceptual model was established consisting of three domains of students’ ICTuse necessary for personalized learning with ICT: effective, collaborative, andcreative use of ICT. For these three domains, the corresponding learningobjectives were identified. An online test was developed, consisting of 34 testitems to cover these learning objectives. The test’s cognitive validity wasanalyzed using three iterative rounds of think aloud interviews with students(n=25). The digital format of the test was evaluated through a usability test(n=…). The final test was administered at nine Dutch primary schools (n=575students). Reliability was analyzed through internal consistency and compositereliability using factor models. The results of our conceptual 3-factorconfirmatory model showed that the test reliably measures primary school students’ICT skills for the three domains: effective use (ω = .82),collaborative use (ω = .80) andcreative use (ω = .64). Inaddition, we found evidence suggesting the PLICT test is applicable to twoskills of the wider field of digital literacy. A digital literacy 2-factormodel provides additional reliable information on basic ICT skills (ω = .88) andinformation literacy (ω= .71) skills of primary education students.@font-face{font-family:"Cambria Math";panose-1:2 4 5 3 5 4 6 3 2 4;mso-font-charset:0;mso-generic-font-family:roman;mso-font-pitch:variable;mso-font-signature:-536869121 1107305727 33554432 0 415 0;}@font-face{font-family:Calibri;panose-1:2 15 5 2 2 2 4 3 2 4;mso-font-charset:0;mso-generic-font-family:swiss;mso-font-pitch:variable;mso-font-signature:-536859905 -1073697537 9 0 511 0;}@font-face{font-family:"Helvetica Neue";panose-1:2 0 5 3 0 0 0 2 0 4;mso-font-charset:0;mso-generic-font-family:auto;mso-font-pitch:variable;mso-font-signature:-452984065 1342208475 16 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal{mso-style-unhide:no;mso-style-qformat:yes;mso-style-parent:"";margin:0cm;mso-pagination:widow-orphan;font-size:12.0pt;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;mso-ansi-language:NL-BE;mso-fareast-language:EN-US;}.MsoChpDefault{mso-style-type:export-only;mso-default-props:yes;font-family:"Calibri",sans-serif;mso-ascii-font-family:Calibri;mso-ascii-theme-font:minor-latin;mso-fareast-font-family:Calibri;mso-fareast-theme-font:minor-latin;mso-hansi-font-family:Calibri;mso-hansi-theme-font:minor-latin;mso-bidi-font-family:"Times New Roman";mso-bidi-theme-font:minor-bidi;mso-ansi-language:NL-BE;mso-fareast-language:EN-US;}div.WordSection1{page:WordSection1;}

Practice strategies are ways to practice with new subject matter after initial instruction or self-study. To help students acquire (mathematical) problem-solving skills, two practice strategies are generally effective: practicing through worked examples and practicing through retrieval practice. However, it is not yet fully understood when each practice strategy should be used, despite the practical value of this knowledge for (mathematics) textbook authors, teachers, and students. To better understand what strategy works under which conditions, we propose to integrate two existing perspectives that were recently put forward into one new model. In this model, we argue that the optimal practice strategy depends on both the complexity of the learning task and on the time between the last practice opportunity and the test (i.e., the retention interval). We propose a preregistered multi-classroom experiment to test this model. More specifically, we plan to use a 2 (Task Complexity: simple vs. complex) x 2 (Practice Strategy: worked examples vs. retrieval practice) x 2 (Retention Interval: 5 minutes vs. 1 week) between-subjects design, with 22 participants per cell (N = 176). We alsoplan to perform a Bayesian 2 x 2 x 2 ANCOVA on participants’ problem-solvingperformance to test the three-way interaction effect of task complexity, practice strategy, and retention interval (Hypothesis 1), the two-way interaction effect of task complexity and practice strategy after 5 minutes (Hypothesis 2), and the two-way interaction effect of task complexity and practice strategy after 1 week (Hypothesis 3). During our Round Table presentation, we will discuss (a) any questions we have about received reviewers’ comments, (b) the viability and value of the theoretical integration we propose, and/or (c) our first ideason analysing the moderating qualities of (initial retrieval) effort and initial retrieval success.Keywords: worked examples, retrieval practice, (mathematical) problem-solving, task complexity, retention interval

Ondersteund door een Comenius Teaching Fellowship is een digitale tool ontwikkeld waarin studenten een gepersonaliseerd schema van formatieve toetsing konden gebruiken. In dit geautomatiseerde schema werden twee effectieve strategieën uit de geheugenpsychologie verwerkt die het effect van de formatieve toets maximaliseren: het ophalen van de stof uit je geheugen en het spreiden van leermomenten. In dit onderzoek is onderzocht of een vorm van adaptieve gepersonaliseerde formatieve toetsing waarin de formatieve toetsen gespreid worden in de tijd meerwaarde heeft voor leren ten opzichte van formatieve toetsing op één moment en ten opzichte van een controleconditie zonder formatieve toetsing. Adaptief toetsen leidde tot meer leren dan de controleconditie en gespreid toetsen leidde tot meer leren dan toetsing op éen moment.

To support students’ individual self-study in an online academic course, we developed and implemented a tool for adaptive online formative testing. The tool generated practice schedules and sent reminders to complete three online formative tests before the final summative test of the course. To explore the benefits of retrieval practice and distributed practice in adaptive online formative testing, we compared three types of schedules in an experiment: distributed self-testing, massed self-testing and no self-testing. Distributed self-testing was found to lead to the best long-term retention of subject knowledge.

A number of recent review studies (e.g., Dunlosky et al., 2013) indicate that learning strategies such as distributing practice over multiple sessions and actively retrieving studied information from memory have high utility for learning. However, both students and teachers are often not aware of this benefit (e.g., Morehead, Rhodes, & DeLozier, 2016). Also, many of the studies supporting the utility of these strategies were performed in the laboratory, often using artificial materials and in controlled environments. In the past decade, there has been an increase in research on applications of these learning strategies in real-life classroom situations. The four studies that will be presented in this symposium are all examples of applications of retrieval practice and distributed practice in educational practice. The aim of these studies was to both inform theory and provide guidelines for successful application of these strategies in various domains, among which are student support in using effective study strategies (presentation 1), effective summative and formative assessment using retrieval practice and distributed practice (presentation 2 & 3), and optimal distribution of revision sessions (presentation 4).

The benefits of learning strategies as distributed practice and retrieval practice on long-term retention have been repeatedly established across many populations, domains and subjects and are supported by robust evidence from hundreds of lab-experiments and classroom studies. Teachers could greatly benefit from learning about these strategies, their purposes, and how to use them in their teaching. Examining the topical coverage of distributed and retrieval practice in introductory teacher education textbooks and syllabi is an important way to understand how teacher candidates are being educated about these strategies. We assessed if Dutch and Flemish teacher training programs adequately cover study strategies such as retrieval practice and distributed practice in their written learning materials. We examined 61 textbooks and syllabi by inventorying descriptive and prescriptive information on the strategies. Also, we analysed whether the coverage referred to research from the field of the strategy. The results indicated that, for the greatest part, textbooks and syllabi do not adequately discuss and accurately represent distributed practice and retrieval practice. Accurate textbooks are used in a small minority of teacher education programmes. Possible implications and challenges for authors, teacher education programmes and policy-makers are discussed.

Om te bepalen of en hoe toekomstige leraren worden geïnformeerd over effectieve leerstrategieën, werd de actuele dekkingsgraad geanalyseerd van twee zeer effectieve leerstrategieën, namelijk distributed practice (gespreid leren) en retrieval practice (actief informatie uit het geheugen ophalen) in handboeken en syllabi van lerarenopleidingen. Er werden 61 handboeken van 44 Vlaamse en Nederlandse lerarenopleidingen (hogescholen en universiteiten) onderzocht door beschrijvende en prescriptieve informatie over de leerstrategieën te inventariseren en of er werd verwezen naar relevant onderzoek. De resultaten lieten zien dat de meeste handboeken de leerstrategieën niet volledig behandelden en dus dat aankomende leraren in ieder geval schriftelijk niet in contact kwamen met die strategieën. Mogelijke implicaties en uitdagingen voor auteurs, lerarenopleidingen en beleidsmakers worden besproken.

To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and syllabi. We examined 61 textbooks used in Flemish and Dutch teacher education programmes (TEPs) by inventorying descriptive and prescriptive information on these strategies therein. Also, we analysed whether the coverage referred to actual research. The results indicated that mostly textbooks fail to fully represent the strategies. Accurate textbooks are used in a minority of TEPs. Implications and challenges for authors, TEPs and policy-makers are discussed.

Summary The testing effect refers to the finding that retrieval practice leads to better long-term retention than additional study of course material. In the present study, we examined whether this finding generalizes to primary school vocabulary learning. We also manipulated the word learning context. Children were introduced to 20 words by listening to a story in which novel words were embedded (story condition) or by listening to isolated words (word pairs condition). The children practised the meaning of 10 words by retrieval practice and 10 words by restudy. After 1 week, they completed a cued recall test and a multiple choice test. Words learned by retrieval practice were recalled better than words learned by additional study, but there was no difference in recognition. Furthermore, the children in the word pairs condition outperformed the children in the story condition. These results show that retrieval practice may improve vocabulary learning in children. Copyright © 2013 John Wiley & Sons, Ltd.

Previous studies have generally found no relation between IQ and chess skill in chess experts. This lack of a relation could be due to the influence of practice being more important than IQ in chess expertise. An alternative explanation is that IQ is relatively high and might therefore be restricted in range in chess experts. The current study investigated the contribution of practice, IQ and motivation to chess performance prospectively in a group of young, novice chess players in which IQ restriction of range did not play a role. Children who entered their first chess course were asked to complete weekly diaries indicating the amount of practice and their enjoyment of the course. IQ and motivation were measured using standardized tests. Using pith analysis, we found that IQ and practice independently predicted chess performance on a chess test at the end of the course: Motivation influenced performance indirectly, by moderating the amount of practice that was undertaken. The results indicate that, at the early stages of expertise development, IQ and motivation influence chess performance.

Retrieval-induced forgetting is the phenomenon that retrieving information can lead to forgetting of related information (e.g., Anderson, Bjork, & Bjork, 1994). Retrieval-induced forgetting is studied using the retrieval practice paradigm. In the study phase, a list of category-exemplar pairs (e.g., FRUIT-apple, FRUITbanana, ANIMAL-caf) is studied. During the subsequent retrievalpractice phase, half of the items from half of the studied categories receive retrieval practice in the form of category-plus-stem cued recall (e.g., FRUIT-ap_). The practiced items are called Rp + items and the nonpracticed items from these categories are called Rp- items. Categories from which none of the items are practiced (e.g., ANIMAL-caf) are called Nrp categories and are used as a baseline. In the final test phase, all items are presented for cued recall (e.g., FRUIT-a_). As one would expect, retrieval practice improves recall for Rp+ items relative to Nrp baseline items. More surprisingly, performing retrieval practice with Rp+ items impairs recall for Rp- items relative to Nrp items. Thus, performing retrieval practice on exemplars from a particular category decreases recall for other exemplars from the same category.The dominant account of retrieval-induced forgetting in the literature is the inhibition account (e.g., Anderson, 2003; Anderson et al., 1994; Anderson & Spellman, 1995; Storm & Levy, 2012). According this account, when retrieval practice is performed (e.g., FRUIT-ap_) several items that are associated with the cue compete for retrieval (e.g., apple, banana). For the correct answer to be retrieved, the remaining, competing items need to be inhibited. This inhibition process then makes the competing items less available, so that the target can be retrieved more easily.Anderson (2003) discusses a number of properties of retrievalinduced forgetting that provide evidence in favour of the inhibition account. Although these properties have been extensively investigated, some controversy still exists whether they provide sufficient evidence in support of the inhibition theory as opposed to interference-based accounts or to a context-based account (see Anderson, 2003; Jonker, Seli, & MacLeod, 2013; Raaijmakers & Jakab, 2013; Storm & Levy, 2012; Verde, 2012, for reviews).The aim of the current study was to further investigate one of these properties: competition dependence. The inhibition account of forgetting predicts that competition between responses at retrieval practice is necessary for retrieval-induced forgetting to occur. This competition is presumably resolved by inhibitory processes, so that the target response is eventually retrieved (Anderson, 2003). It follows that practicing with Rp+ items in a way that causes no competition should not induce forgetting according to the inhibition account, because there is no need for suppression.Several studies have investigated this prediction. The general finding from at least seven studies is that noncompetitive retrieval practice or restudy of the items leads to an increase in recall for Rp+ items, but not to forgetting of Rp- items. Forgetting is only found in these studies when competitive retrieval is required (e.g., Anderson & Bell, 2001; Anderson, Bjork, & Bjork, 2000; Ciranni & Shimamura, 1999; see Raaijmakers & Jakab, 2013, for an overview). However, three recent studies have provided evidence that competitive retrieval may not be the crucial factor underlying the results of these studies. Raaijmakers and Jakab (2012) showed that a noncompetitive retrieval practice task previously used by Anderson et al. (2000) (recalling the category when the exemplar is given as cue: FR_-orange) could induce forgetting when the task was made more challenging. By grouping exemplars by properties (e.g., ROUND-button), using low-frequency items and giving feedback after each retrieval practice trial, Raaijmakers and Jakab (2012) optimized strengthening of the category-exemplar association and did find a forgetting effect. …

Sixth-graders (N = 282) judged their level of comprehension for six expository texts after writing keywords, summaries, or no additional activity. Afterwards, teachers (N = 14) judged the students’ level of comprehension while seeing the keywords or summaries. Monitoring accuracy was low in all conditions, and did not differ between students and teachers. It seems difficult for teachers to help students distinguish between texts they have understood well and texts they have understood poorly.

In eyewitness situations, questioning can be seen as a form of retrieval practice that may have detrimental effects on eyewitness memory. Memory research has demonstrated that retrieval practice may not only enhance memory for practiced information but also induce forgetting of related information. The present study examined the effect of retrieval practice on forgetting in eyewitness memory. First, we investigated whether asking questions about particular offender characteristics can induce forgetting of other offender characteristics. Second, we examined whether this forgetting effect is limited to information from the practiced offender or may also influence memory for characteristics of others present in the crime scene. Third, we studied whether forgetting of eyewitness information occurs in the absence of output interference effects. We found that questioning induced forgetting of offender characteristics. Moreover, the forgetting effect was not limited to information about the practiced offender. Finally, forgetting was found even when output order was experimentally controlled.

The ability to monitor understanding of texts, usually referred to as metacomprehension accuracy, is typically quite poor in adult learners: however, recently interventions have been developed to improve accuracy. In two experiments, we evaluated whether generating delayed keywords prior to judging comprehension improved metacomprehension accuracy for children. For sixth and seventh graders, metacomprehension accuracy was greater when generating keywords. By contrast, for fourth graders, metacomprehension accuracy did not differ across conditions. Improved metacomprehension accuracy led to improved regulation of study. The delayed keyword effect in children reported here is discussed in terms of situation model activation.

The independent cue technique has been developed to test traditional interference theories against inhibition theories of forgetting. In the present study, the authors tested the critical criterion for the independence of independent cues: Studied cues not presented during test (and unrelated to test cues) should not contribute to the retrieval process. Participants first studied a subset of cues (e.g., rope) that were subsequently studied together with a target in a 2nd study phase (e.g., rope-sailing, sunflower-yellow). In the test phase, an extralist category cue (e.g., sports, color) was presented, and participants were instructed to recall an item from the study list that was a member of the category (e.g., sailing, yellow). The experiments showed that previous study of the paired-associate word (e.g., rope) enhanced category cued recall even though this word was not presented at test. This experimental demonstration of covert cuing has important implications for the effectiveness of the independent cue technique.

Retrieval practice with particular items from memory can impair the recall of related items on a later memory test. This retrieval-induced forgetting effect has been ascribed to inhibitory processes (M. C. Anderson & B. A. Spellman, 1995). A critical finding that distinguishes inhibitory from interference explanations is that forgetting is found with independent (or extralist) cues. In 4 experiments, the authors tested whether the forgetting effect is cue-independent. Forgetting was investigated for both studied and unstudied semantically related items. Retrieval-induced forgetting was not found using item-specific independent cues for either studied or unstudied items. However, forgetting was found for both item types when studied categories were used as cues. These results are not in line with a general inhibitory account, because this account predicts retrieval-induced forgetting with independent cues. Interference and context-specific inhibition are discussed as possible explanations for the data.

The testing effect is the phenomenon that retrieval practice of learning material after studying enhances long-term retention more than restudying. We examined retrieval practice in primary school vocabulary learning in two experiments. Nine-year-old children studied word definitions and completed exercises according to three learning conditions: pure restudy, elaborative restudy or retrieval practice. Children in the pure restudy condition reread and partly copied the definitions. In the elaborative restudy condition children reread the definitions and connected semantically related words to the target words. Children in the retrieval practice condition recalled the words based on their definitions. Overall, on the fill-in-the-blank test after one week children in the retrieval practice condition outperformed children in the other conditions, but on the multiple-choice test there were no differences. Retrieval practice may be effective for primary school vocabulary learning, but there is uncertainty about the practical value and the magnitude of the retrieval practice effect.

In his response to criticisms Ericsson argues that conclusions about expertise development cannot be drawn from studies in the general population, and that it is possible that, in chess, intelligence and expertise are uniformly related across development. We respond here that if we want to study the development of expertise across the lifespan, research needs to take into account samples from the general population, such as novices. Moreover, studies in the general population are needed to study a factor that might have troubled previous research in the field and therefore might have implications for current theories of expertise development, which is a possible restriction of range in crucial variables such as intelligence. We argue for a longitudinal, multifaceted approach to study expertise development, starting with unselected samples of novices and taking into account practice, intelligence and motivation simultaneously, to prevent restriction of range and allow for further and stronger conclusions on the relation between intelligence and chess expertise.

The spacing effect refers to the frequently observed finding that distributing learning across time leads to better retention than massing it into one single study session. In the present study, we examined whether the spacing effect generalises to primary school vocabulary learning. To this aim, children from Grade 3 were taught the meaning of 15 new words using a massed procedure and 15 other new words using a spaced procedure. The 15 words in the massed condition were divided into three sets of five words, and each set was taught three times in one of three learning sessions. In the spaced condition, learning was distributed across the three sessions: All 15 words were practised once in each of the three learning sessions. At the retention tests after 1 week and after 5 weeks we observed that the meaning of spaced words was remembered better than the meaning of massed words.

Taking a memory test after an initial study phase produces better long-term retention than restudying the items, a phenomenon known as the testing effect. We propose that this effect emerges because testing strengthens semantic features of items’ memory traces, whereas restudying strengthens surface features of items’ memory traces. This novel account predicts that a testing effect should be observed even after a short retention interval when a language switch occurs between the learning phase and the final test phase. We assessed this prediction with Dutch-English bilinguals who learned Dutch Deese-Roediger-McDermott word lists through restudying or through testing (retrieval practice). Five minutes after this learning phase, they took a recognition test in Dutch (within-language condition) or in English (across-language condition). We observed a testing effect in the across-language condition, but not in the within-language condition. These findings corroborate our novel account of the testing effect.

Retrieval practice with particular items in memory may result in decreased recall of different, semantically related, items. This retrieval-induced forgetting effect has been demonstrated in studies using explicit memory tests. Anderson and Spellman (1995) have attributed retrieval-induced forgetting to inhibitory mechanisms. This hypothesis predicts similar effects in implicit memory tasks. In our first experiment, using Anderson and Spellman’s original paradigm, retrieval-induced forgetting was found using an explicit memory test with independent extralist retrieval cues. In our second experiment, using the same materials, retrieval-induced forgetting was also found using an implicit memory test with independent extralist retrieval cues, but only for participants who were aware of the relationship between the study and practice phase on the one hand, and the test phase of the experiment on the other. Thus, test awareness seems to mediate retrieval-induced forgetting in implicit memory tasks.

The differential effects on training and training outcome of four methods of problem selection were investigated in a computer-based training for air traffic control. In one method, training problems were given to the participants in a fixed predetermined sequence, from simple to complex. In the other methods, problems were selected dynamically, based on three different learner variables. These were mental effort, performance and mental efficiency, which is a variable that combines mental effort and performance measures to determine problem efficiency. After the training, transfer was measured. The hypothesis that dynamic problem selection would lead to more efficient training than non-dynamic problem selection was confirmed. The second hypothesis, that dynamic problem selection based on mental efficiency would lead to more efficient training and better transfer than dynamic problem selection based on performance or mental effort alone was not supported. However, the efficiency measures of the three variables were distorted by the differential effects of these variables on the acquisition phase. A possible explanation for the results is that selection based on performance stimulates rule automation, whereas selection based on mental effort or mental efficiency leads to schema acquisition.

The differential effects of goal specificity on maze learning among 40 young adults and 40 old adults were investigated. Participants had to navigate through a computerized training-maze task. The finish point of the maze could be presented either as a specific location or in more general terms. After solving the maze problem, participants were required to solve the same problem again, either by moving from start to finish or backward from finish to start. The hypotheses that the presence or absence of a specific goal would disproportionately compromise or enhance, respectively, elderly people's performance were confirmed. Although young adults outperformed old participants in all conditions, these differences were much smaller in the nonspecific goal conditions. These results suggest that instruction based on cognitive load theory (J. Sweller, J.J.G. Van Merrienboer, & F. Paas, 1998) can compensate for age-related cognitive declines. Sweller and his colleagues (e.g., Bobis, Sweller, & Cooper, 1994; Owen & Sweller, 1985; Sweller & Levine, 1982) have provided evidence that the extent to which a goal is clearly specified to a problem solver as a problem state affects the problem-solving strategy used. In their experiments, Sweller and Levine (1982) used maze-tracing and numerical problems in which the finish point could be presented either as a specific location or in more general terms. These transformation problems are characterized by an initial problem state, a goal state, and a set of operators to transform the initial state into the goal state. The major mechanism used by problem solvers faced with transformation problems is means-ends analysis. The use of means-ends analysis and learning, that is, the construction of a cognitive schema of the underlying spatial structure of the maze, were independent. Under goal-specific conditions that facilitated the use of means-ends analysis, knowledge of the goal location was the primary factor controlling problem solvers' moves. This rendered the problem insoluble, and problem solvers were prevented from abstracting from the solutions the general rules used in problem solving. The nonspecific goal prevented the use of conventional means-ends analysis and resulted in fewer errors and more rapid learning of the structure of the problem. Sweller and Levine argued that in the absence of a goal, other aspects of the problem structure control moves. Under nonspecific goal conditions, the location of choice

We search for the effects of 8 different (uncontrolled) interventions (1intervention per school) on the sub-concepts of learner’s (4th to 8th grade)motivation, self-regulation, and ICT competency data over the past threeyears. Data marking for intervention (yes/no), ICT competence of teachersand the presence of specially trained teachers are added to the formulas.Assessment of ICT competency in 3rd grade can be used as prior. Smoothsillustrate if the (motivation or self-regulation) concepts grow over timegrouped by intervention, school or grade. Grades are nested within schoolsand data is grouped by student. Are we missing anything?

Weten hoe leerlingen en studenten goed kunnen leren, wordt steeds belangrijker; immers van hen wordt verwacht dat ze levenslang bijleren en zich steeds nieuwe kennis en vaardigheden eigen maken. Om hen goed te gidsen in hun leerproces is het daarom belangrijk dat leraren in opleiding voldoende kennis hebben van eff ectieve leerstrategieën. De auteurs onderzochten hoe twee belangrijke en bewezen leerstrategieën behandeld worden in handboeken aan lerarenopleidingen.

Het leren van teksten komt vaak voor in het middelbaar onderwijs. We weten echter dat dit proces vaak niet optimaal verloopt voor lerenden. In ons onderzoek kijken we naar effectieve leerstrategieën die lerenden kunnen ondersteunen bij het leren van teksten, zoals toegevoegde vragen of free recall. Daarnaast zal ons toekomstige onderzoek zich nog richten op het in kaart brengen van de mate waarin leerlingen hun eigen prestaties kunnen monitoren en hun studiegedrag kunnen reguleren.

This survey research, assessed whether novice secondary school teachers knew and understood the effectiveness of empirically-supported learning strategies, namely spaced practice, retrieval practice, interleaved practice, using multimodal representations, elaborative interrogation and worked-out examples. These ‘proven’ strategies can be contrasted with frequently used learning strategies that have been found to be less effective, such as re-reading, taking verbatim notes, highlighting/underlining, summarizing, and cramming. This study broadens previous research on teachers’ knowledge of learning strategies by both refining and extending the methodology used in the scenario studies, and by administering it to a different, previously unexplored population. Novice teachers enrolled in a teacher training program (N = 180) in Flanders, Belgium were presented with a three-part survey, consisting of open-ended questions, learning scenarios and a list of study strategies. The results show that misconceptions about effective study strategies are widespread by novice teachers and suggests that they are unaware of several specific strategies that could benefit student learning and retention. While popular but less effective strategies such as highlighting and summarising were commonly named by them in open-ended questions, this was not the case for proven effective strategies (e.g., studying worked-out examples, interleaving, and using multi-modal representations) which were not or hardly mentioned. We conclude that this study adds to the growing literature that it is not only students, but also novice teachers who make suboptimal metacognitive judgments when it comes to study and learning. Explicit instruction in evidence-informed learning strategies should be stressed and included in both teacher professional development programs and initial teacher training.