Introduction: The Language of Science
When I first started teaching chemistry, I quickly realized how overwhelming the language of science is for students. Words like proton, electron, and nucleus is simple to those of us who have been immersed in the science for years. Yet, for a high school student encountering these terms for the first time, it can feel like learning a whole new language.
I used to think that throwing these terms into lessons and expecting students to catch on was enough. But, I learned over time that if students don’t grasp the meaning behind the vocabulary, they’re left feeling lost. They also become disconnected from the material.
The Digital Flashcard Experiment: A New Approach
When my class started a brand new unit, I decided to try something new. This unit was notorious for its long list of challenging vocabulary words. I chose an online learning platform that featured digital flashcards. It included matching games and quizzes. These tools made learning complex vocabulary more engaging.
Energized by this fresh idea, I dove into creating digital flashcards during my conference period. “Students will light up when they practice these vocabulary words,” I thought. “Their discussions will flow more naturally with these new tools.” But my excitement stalled when a popup appeared. The free version blocked me from adding my own images. Images that I created with students in mind. I glanced at the familiar visuals on my other class materials, knowing how they helped students understand the abstract concepts of science. Still, I believed in the power of interactive learning. So I used the images provided by the online platform and finished the set up, confident that the upcoming lesson would engage them, even without the perfect pictures.
“Today, we’re going to use [online learning platform] to learn our vocabulary,” I said. “Log into your Chromebooks, and you’ll find the flashcards I created for you.”
Everything looked good for a few minutes. Students flipped through the digital flashcards and tried the games. But problems soon arose.
“Miss, these ads keep popping up! It’s making it go slow.” one student said.
“And I can’t use the learn mode. It says I need to pay for it,” another added, clearly irritated.
The Split Attention Effect
I quickly realized these interruptions created more than just frustration. They triggered what cognitive scientists call the split attention effect.1 Instead of focusing solely on vocabulary, students shifted their attention between paywall prompts, ads, and the actual content. This back-and-forth broke their focus and made learning words harder.
On the upside, there was an upgraded version. The upgraded version offered an ad-free experience. It had enhanced features like offline access and spaced repetition that would have helped students focus more on content. But most students couldn’t afford the upgrade, and teachers shouldn’t have to pay for it either.
That night, I thought about the lesson. I realized that the split attention caused by the online learning platform had done more harm than good. And paying for its upgraded features did not seem fair to me or the students. My students needed a tool that would let them focus completely on learning without interruptions. And it needed to be free.
Google Slides Flashcards: A Distraction-Free Solution
This realization led me to try Google Slides. The switch to Google Slides challenged me at first. I experimented with features like “Shapes” and “Animation,” learning to transform them into effective digital flashcards. Once I mastered these tools, though, Google Slides exceeded my expectations. I customized every aspect of the flashcards. I added my own images without fees, and created an ad-free learning environment that will not distract students. Its simplicity turned out to be its strength.
Let me show you I approached this process.
Step-by-Step: How to Set Up Custom Flashcards on Google Slides.
- Start with a blank slide.
Open Google Slides and create a new presentation. Start with a blank slide. - Add your definition and image.
Add a textbox and type the definition. Then, insert an image. This image can be inserted from your files or Google Images. - Add a shape to hide the definition and image.
Go to the Shapes option on the toolbar. Select a rectangle (or any other shape) and draw it over the definition and image, covering them completely. Type the word. (e.g. “Photosynthesis.”) - Add the disappearing animation.
Right-click on the rectangle or go to the tools bar and choose Animate. In the animation panel, select Disappear from the drop-down menu. The students will now see the term, and when they’re ready, they can click to reveal the definition and image. - Duplicate the slide for additional flashcards.
Once you’ve set up one flashcard, you can easily duplicate the slide and create additional flashcards.
How to Create Effective Flashcards Using Cognitive Science
Once I had the set up of the flashcards figured out, the next challenge was making them truly effective for memorization. Over the years, I have learned that creating flashcards is about more than just jotting down definitions. The real key lies in understanding how our brains process and store information.
One of the first principles I focused on was simplifying definitions to make them easier for students to understand and remember.2
Simplifying Definitions for Better Memorization
Complex definitions, especially those found in science textbooks, often overwhelm students. They are packed with technical terms, jargon, and long sentences. For a high school student, trying to memorize these dense explanations can feel like tackling a foreign language. This can lead to frustration and disengagement, as students struggle to understand the core concept, let alone remember it.
Simplifying these definitions is key to making learning more approachable and effective. But, simplifying doesn’t mean dumbing down the content or losing its meaning. It’s about breaking it down into clear, concise, and student-friendly language.
For example, consider the concept of photosynthesis. A textbook might define it like this:
“Photosynthesis is the process by which green plants and some other organisms use sunlight to synthesize glucose from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct.”
This is a perfectly accurate definition, but for students encountering the term for the first time, it can be overwhelming. By simplifying the definition without losing its essence, we can help students focus on the main idea. A simplified version might look like this:
“Photosynthesis is how plants use sunlight, water, and carbon dioxide to make oxygen and food (sugar).”
This version is more straightforward, using simpler language and shorter sentences, while still capturing the core concept. Once students understand the basic idea, they can gradually learn more complex details, such as the role of chlorophyll and the production of oxygen, without feeling overwhelmed from the start.
Simplifying definitions ensures that students have a clear, manageable entry point into complex scientific concepts. This approach not only aids memorization but also builds a foundation for deeper understanding.
Combining Words and Images: Dual Coding Theory in Action
Once the definitions are simplified, the next step is to strengthen retention using a cognitive science principle: dual coding theory.3
In the 1970s, psychologist Allan Paivio made an important discovery. He found that our brains retain information better when we combine words with images. He called this “dual coding theory.”
That’s why, when I design flashcards for my students, I always combine definitions with images. Each visual I choose has a purpose–it’s not just decorative. Sometimes I use diagrams I’ve created myself (shout-out to Canva). Other times I adapt illustrations from our textbook. Either way, the image must help explain the concept.
Why is this important for flashcards? When students see both a written definition and an image together, they engage two parts of their brain. This strengthens their understanding. Think of it this way: if students only focus on definitions, they’re creating just one way to remember the information. But by adding relevant images, they build a second pathway. This gives them two ways to recall the same memory.
How to Make Flashcards Stick: An Example Using Photosynthesis
Let’s break this down with an example. Say we’re making a flashcard for photosynthesis.
The typical textbook definition might read:
“The process by which green plants and some other organisms use sunlight to synthesize glucose from carbon dioxide and water. Photosynthesis in plants generally involves the green pigment chlorophyll and generates oxygen as a byproduct.”
While this might make sense to us, to students, it often sounds like a foreign language. It’s not just harder to understand—it’s harder to memorize. That’s why it’s essential to simplify the definition without losing its core meaning.
On the front of the flashcard, we’d write: Photosynthesis
On the back, we’d simplify the definition to: “Plants use sunlight, water, and carbon dioxide to make oxygen and food (sugar).”
To incorporate dual coding, we’d also pair the definition with a simple diagram. This could show a plant using sunlight, water, and carbon dioxide to produce oxygen and sugar.
See how we’ve kept the essential concept but made it more digestible? This is the art of creating flashcards that stick. By engaging both visual and verbal learning pathways, we’re not just helping students memorize facts. We’re helping them build stronger neural connections that lead to deeper understanding.
How to Teach Students to Study Flashcards Using Cognitive Science
Now that we have created the flashcards, it’s time to teach students how to use them. The goal is not just memorization but long-term retention. That’s where cognitive science strategies like retrieval practice, interleaving, and spaced practice come into play.4
Retrieval Practice: Why Recalling is Key
Many students don’t realize that simply flipping a flashcard to read the definition is not enough to learn effectively. Real learning happens when they try to recall the information from memory—this is called retrieval practice.4
Here’s how I explain it to them:
“When I see students studying flashcards, I notice many of you just read the word, flip the card, and move on. That’s not studying. That’s like you expecting to get better at basketball by just watching it on TV. We all know that’s not how it works. To get better at basketball, you actually need to get on the court and practice playing. The same goes for studying—you need to practice recalling the information, not just reading it.”
I model this process for them:
“I’m looking at the flashcard. It has the word ‘ion.’ Hmm… I’m trying to remember the definition. I think it has something to do with electrons. That’s all I’ve got. I can’t remember more than that. Now I’ll flip the card. Oh, right! An ion is an atom that has lost or gained electrons. Noticed that I thought about the definition before flipping the card. I didn’t get it quite right, but that’s okay. I’ll get better with practice. It’s not about getting it right the first time—it’s about practicing until it sticks.”
Once I explain this, I have students study their flashcards individually, practicing retrieval.
Next, we move to partner practice:
“Now that we have studied individually, it is time to work with our partners. Your desks have stickers. If your sticker has the letter A on it, raise your hand…Okay, you are Partner A. If your sticker has the letter B on it, raise your hand…Okay, you are Partner B.
Partner A will say the vocabulary word aloud, and Partner B will try to recall the definition from memory. If Partner B doesn’t get it right, Partner A will gently correct them.
For example, say I am Partner A and Julia is Partner B. I will ask Julia, ‘What is an ion?’ Then Julia will try her best to tell me the definition from memory. If she gets it wrong, it’s okay. I will correct her in a respectable manner.
Keep going until you’ve tested all the terms, then switch. Partner B will test Partner A. Do as many rounds as you can and keep switching until the timer goes off.”
Interleaving: Mixing it Up for Deeper Learning
After students finish a round of studying, they often feel confident. But I remind them that to truly master the material, they need to switch things up. Here’s how I explain it:
“If you always study your flashcards in the same order, your brain will start to remember the first and last cards best. To really learn the material, you need to shuffle the deck and mix up the cards. This is called interleaving—it forces your brain to work harder and makes the learning stick.”4
At first, students grumble when they have to mix up their cards, but soon they notice the difference. I love seeing that “lightbulb moment” when they realize they’ve been relying too much on the order of the cards rather than truly understanding the terms.
“Miss, I thought you were exaggerating but you were right. I thought I knew the definitions but when my partner mixed them up, I couldn’t remember them. It’s funny!”
Next, I introduce a new twist:
“This time, instead of recalling the definitions, we’re going to reverse the process. Your partner will read the definition, and you’ll need to recall the vocabulary word. This helps ensure you really know both sides of the information.”
Students usually respond like this:
“But Miss, I already know it!”
“Okay, if you already know it, then this shouldn’t be too bad.”
However, after studying with their partners…
“Miss, I really thought I knew the words too. But I didn’t.”
“Yes, that happens sometimes. That is why we study BOTH sides of the flashcards just to be sure.”
Spaced Practice: The Long-Term Benefits of Spreading Out Study Sessions
Finally, to lock in what students have learned, we implement spaced practice. Rather than cramming all the material into one session, I have students review the flashcards over several days, allowing time between practice sessions. Research shows that spreading out study sessions strengthens memory retention over the long term.4
For instance, I might say:
“Today we’ve practiced these terms, but we’re going to review them again in three days, and then again next week. The more you space out your practice, the better you’ll remember it later.”
Spaced practice, along with retrieval and interleaving, forms a powerful trio. This combination helps students not just pass their tests but also build lasting knowledge.
Conclusion: Learning That Lasts
In the journey to help students grasp challenging scientific vocabulary, I’ve learned that the tools we use are just as important as the content itself. While digital platforms can seem like the perfect solution, distractions like ads and limited features can interfere with effective learning. That’s why it’s essential to create resources—like custom flashcards—that are distraction-free, student-friendly, and grounded in cognitive science principles like retrieval practice, interleaving, and spaced repetition.
I want to clarify that I’m not against online learning platforms. I still use them to play games with students for a quick vocabulary review. They are fantastic for reinforcing concepts once students have already mastered the terms. Platforms like Quizlet, for example, allow students to work together in groups to review material, fostering community building and collaboration. These tools can be great for review and group interaction. However, I believe there’s a time and place for them. They are ideal after students have memorized and understood the material.
In the initial stages of vocabulary acquisition, creating distraction-free learning environments is essential. Applying cognitive science strategies such as dual coding, retrieval practice, interleaving, and spaced practice helps students build a solid foundation of lasting knowledge. Once this groundwork is set, online platforms can further support review and engagement. Our goal is more than just preparing students to pass tests. We aim to empower them with a deep understanding. This understanding will serve them long after they leave the classroom.
Notes:
- Ayres, P., Cierniak, G. (2012). Split-Attention Effect. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_19.
- Brown examines how making STEM education culturally relevant can bridge the gap in science language. This helps educators connect complex scientific terms and concepts to students’ diverse cultural backgrounds: Brown, B. A. (2019). Science in the city: Culturally relevant STEM education. Harvard Education Press.
- Clark, Jim & Paivio, Allan. (1991). Dual Coding Theory and Education. Educational Psychology Review. 3. 149-210. https://doi.org/10.1007/BF01320076.
- Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014). Make it stick: The science of successful learning. Belknap Press.
