ENGLISH

The Cambridge Handbook of Cognition and Education

By John Dunlosky (editor) , Katherine A. Rawson (editor)

Book information

Publisher
Cambridge University Press
Year
2019
ISBN
1108401309, 9781108401302, 9781108416016
Language
english
Format
PDF
Filesize
13 MB (13256914 bytes)
Series
Cambridge Handbooks in Psychology
Pages
748\748
Topic
Psychology
Time added
2022-11-22 01:09:33

Description

This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement. 04_0_pp_v_vii_Contents 05_0_pp_viii_xii_Figures 06_0_pp_xiii_xiv_Tables 07_0_pp_xv_xviii_Contributors 08_0_pp_1_14_How_Cognitive_Psychology_Can_Inform_Evidence-Based_Education_Reform I Foundations 09_1_pp_17_34_How_the_Learning_Sciences_Can_Inform_Cognitive_Psychology 09_2_pp_35_48_Quackery_in_Educational_Research II Science_and_Math 10_1_pp_51_66_Teaching_Critical_Thinking_as_if_Our_Future_Depends_on_It_Because_It_Does 10_2_pp_67_99_Improving_Students_Scientific_Thinking 10_3_pp_100_123_Spatial_Skills_Reasoning_and_Mathematics 10_4_pp_124_147_Iterative_Development_of_Conceptual_and_Procedural_Knowledge_in_Mathematics_Learning_and_Instruction 10_5_pp_148_182_Development_of_Fraction_Understanding 10_6_pp_183_208_Learning_How_to_Solve_Problems_by_Studying_Examples 10_7_pp_209_234_Harnessing_Our_Hands_to_Teach_Mathematics III Reading_and_Writing 11_1_pp_237_265_Fundamental_Components_of_Reading_Comprehension 11_2_pp_266_291_Writing_as_a_Learning_Activity 11_3_pp_292_319_Bilingualism_and_Education 11_4_pp_320_355_Note-Taking 11_5_pp_356_380_Multiple-Text_Comprehension 11_6_pp_381_408_Interventions_to_Promote_Reading_for_Understanding IV General_Learning_Strategies 12_1_pp_411_436_When_Does_Interleaving_Practice_Improve_Learning 12_2_pp_437_459_Correcting_Student_Errors_and_Misconceptions 12_3_pp_460_479_How_Multimedia_Can_Improve_Learning_and_Instruction 12_4_pp_480_499_Multiple-Choice_and_Short-Answer_Quizzing_on_Equal_Footing_in_the_Classroom 12_5_pp_500_527_Collaborative_Learning 12_6_pp_528_549_Self-Explaining 12_7_pp_550_584_Enhancing_the_Quality_of_Student_Learning_Using_Distributed_Practice V Metacognition 13_1_pp_587_618_Self-Regulation_in_Computer-Assisted_Learning_Systems 13_2_pp_619_646_Improving_Students_Metacomprehension_Accuracy 13_3_pp_647_677_Calibration_and_Self-Regulated_Learning 13_4_pp_678_695_Teachers_Judgments_of_Student_Learning_of_Mathematics 13_5_pp_696_715_Learning_Strategies_and_Self-Regulated_Learning 14_0_pp_716_730_Index

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