This edited book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings. Most of the work described in this book is based on theory and research in cognitive psychology. Although much, but not all, of what is presented is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. Authors wrote their chapters with nonexperts as the target audience – teachers who may have little or no background in science of learning, research-based approaches to teaching and learning, or even general principles of psychological science. The book is organized in three sections. The 14 chapters in Part 1 address important concepts, principles, theories, and research findings, and applications related to the science of learning. The four chapters in Part 2 focus on preparing faculty to apply science of learning principles in their courses. Finally, the six chapters in Part 3 provide examples of research that have been done in real academic settings and that have applied one or more science of learning principles.
"Best book on learning I've read this year." Mary-Ellen Weimer
PsycCRITIQUES Review by Ernest T. Goetz
Chronicle of Higher Ed Review by James Lang
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Table of Contents
Acknowledgments and Dedication
About the Editors
Table of Contents
Part 1: Science of Learning - Principles and Approaches
Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning
When and Why Introducing Difficulties and Errors Can Enhance Instruction
Expertise Reversal Effect and Its Instructional Implications
Using Feedback to Promote Learning
Research-Based Principles for Designing Multimedia Instruction
Generating Active Learning
Supporting Self-Explanation in the Classroom
Potent Techniques to Improve Learning from Text
Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving
Spacing and Interleaving of Study and Practice
How Accuracy in Students’ Self Perceptions Relates to Success in Learning
Metacognition and Instruction
Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science
Part 2: Preparing Faculty to Apply Science of Learning
Assessing the Impact of Instructional Methods
Applying the Science of Learning: The Cognition Toolbox
Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar
Helping Students to Get the Most Out of Studying
Part 3: Putting the Science of Learning into Practice
The Effects of Memory Retrieval, Errors and Feedback on Learning
Applying Multimedia Principles to Slide Shows for Academic Presentation
Student misconceptions: Where do they come from and what can we do?
Examining the Benefits of Cumulative Exams
Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course
The Influence of Guiding Questions on Skilled- and Less-Skilled Readers’ Understanding of Written Discourse
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The individual essays and chapters contained within this collection are Copyright © 2014 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2014 Society for the Teaching of Psychology.
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Suggested Reference Format
We suggest that the overall text be referenced in this fashion:
Benassi, V. A., Overson, C. E., & Hakala, C. M. (2014). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php
Individual chapters may be referenced in this fashion:
Ambrose, S. A., & Lovett, M. C. (2014). Prior knowledge is more important than content: Skills and beliefs also impact learning. In V. A. Benassi, C. E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site:http://teachpsych.org/ebooks/asle2014/index.php