Handbook of Research on Learning and Instruction

by Richard E. Mayer (Editor), Patricia A. Alexander (Editor)

Overview

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.

Product Details

ISBN-13:	9781138831766
Publisher:	Taylor & Francis
Publication date:	10/10/2016
Series:	Educational Psychology Handbook
Edition description:	Revised
Pages:	596
Product dimensions:	7.00(w) x 10.00(h) x (d)

About the Author

Richard E. Mayer is Distinguished Professor of Psychology at the University of California, Santa Barbara (UCSB), USA.

Patricia A. Alexander is the Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher in the Department of Human Development and Quantitative Methodology at the University of Maryland, USA.

Table of Contents

Contents

About the Editors

Contributors

Preface

Acknowledgements

PART 1: RESEARCH ON LEARNING

1. Introduction to Research on Learning

Richard E. Mayer and Patricia A. Alexander

2. Learning to Read

Emily Fox and Patricia A. Alexander

3. Learning to Write

Susan De La Paz and Deborah McCutchen

4. Learning Mathematics

Ann R. Edwards, Indigo Esmonde, Joseph F. Wagner, and Rachel L. Beattie

5. Learning Science

Richard Hamilton and Richard Duschl

6. Learning History

Linda Levstik

7. Learning a Second Language

Min Wang

8. Learning Motor Skill in Physical Education

Catherine D. Ennis and Ang Chen

9. Learning to Think Critically

Christina R. Bonney and Robert J. Sternberg

10. Learning to Study Strategically

Daniel L. Dinsmore, Emily M. Grossnickle, and Denis Dumas

11. Learning to Self-Monitor and Self-Regulate

Marcel V. J. Veenman

12. Learning with Motivation

Hadley J. Solomon and Eric M. Anderman

PART 2: RESEARCH ON INSTRUCTION

13. Introduction to Research on Instruction

Patricia A. Alexander and Richard E. Mayer

14. Instruction Based on Feedback

John Hattie, Mark Gan, and Cameron Brooks

15. Instruction Based on Examples

Alexander Renkl

16. Instruction Based on Self-Explanation

Bethany Rittle-Johnson and Abbey M. Loehr

17. Instruction Based on Peer Interaction

Kathryn R. Wentzel and Deborah Watkins Edelman

18. Instruction Based on Cooperative Learning

Robert E. Slavin

19. Instruction Based on Inquiry

Sofie M. M. Loyens and Remy M. J. P. Rikers

20. Instruction Based on Discussion

P. Karen Murphy, Ian A. G., Wilkinson, Anna O. Soter and Carla M. Firetto

21. Instruction Based on Tutoring

Arthur C. Graesser, Vasile Rus, and Xiangen Hu

22. Instruction Based on Visualizations

Richard E. Mayer

23. Instruction Based on Computer Simulations and Virtual Laboratories

Ton de Jong

24, Instruction Based on Adaptive Learning Technologies

Vincent Aleven, Elizabeth A. McLaughlin, R. Amos Glenn, and Kenneth R. Koedinger

Author Index

Subject Index

Editorial Reviews

"Two of the world's leading researchers in the area of cognitive processes and instructional design, Richard E. Mayer and Patricia A. Alexander, have combined the work of the major figures in our discipline in this edited collection. The result is a brilliant compilation of what we know about the learning sciences. It should be essential reading by all with a serious interest in this area. I expect it to be a critical source for years to come."

John Sweller, Emeritus Professor of Educational Psychology, School of Education, University of New South Wales, Australia

"This is an extremely informative handbook of the research and theory on learning and instruction. The coverage is superb, the writing organized and accessible. Scholars, teachers, and advanced students will find this volume indispensable. You will be reaching again and again for this resource."

Mark McDaniel, Co-Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and Professor, Department of Psychological and Brain Sciences, Washington University, USA

From the Publisher