Handbook Of Research On Learning And Instruction
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Handbook of Research on Learning and Instruction
During the past 30 years, researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances. With chapters written by leading researchers from around the world, this volume examines learning and instruction in a variety of learning environments including in classrooms and out of classrooms, and with a variety of learners including K-16 students and adult learners. Contributors to this volume demonstrate how and why educational practice should be guided by research evidence concerning what works in instruction. The Handbook is written at a level that is appropriate for graduate students, researchers, and practitioners interested in an evidence-based approach to learning and instruction. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second language, and physical education, as well as how people acquire the knowledge and processes required for critical thinking, studying, self-regulation, and motivation. The instruction section consists of chapters on effective instructional methods—feedback, examples, questioning, tutoring, visualizations, simulations, inquiry, discussion, collaboration, peer modeling, and adaptive instruction. Each chapter in this second edition of the Handbook has been thoroughly revised to integrate recent advances in the field of educational psychology. Two chapters have been added to reflect advances in both helping students develop learning strategies and using technology to individualize instruction. As with the first edition, this updated volume showcases the best research being done on learning and instruction by traversing a broad array of academic domains, learning constructs, and instructional methods.
Learning and Instruction
How do people learn? How can instruction promote learning? Learning and Instruction, second edition, thoroughly and succinctly answers these two fundamental educational psychology questions. The author focuses on the big ideas, preferring that students understand a few exemplary ideas deeply, rather than numerous ideas superficially. The book is research-based and painstakingly shows how specific instructional implications follow from research and theory. Coverage is organized around the two sides of the educational coin, learning in subject areas and instructional methods, that foster meaningful learning. The text uses clear definitions, concrete examples, active learning tasks and a conversational writing style that easily engages readers by addressing them directly.
Handbook of Research on Learning and Instruction
During the past twenty years researchers have made exciting progress in the science of learning (i.e., how people learn) and the science of instruction (i.e., how to help people learn). This Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics. The book is divided into two sections: learning and instruction. The learning section consists of chapters on how people learn in reading, writing, mathematics, science, history, second languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations. Each chapter reviews empirical research in a specific domain and is structured as follows: Introduction – Defines key constructs and provides illustrative examples or cases. Historical Overview – Summarizes the historical context for the topic or domain. Theoretical Framework – Summarizes major models or theories related to the topic or domain. Current Trends and Issues – Synthesizes the research literature and highlights key findings or conclusions. Practical Implications – Suggests relevance of the research for educational practice. Future Directions – Considers next steps or stages needed for future research.