The Cambridge Handbook Of Cognition And Education/ edited by John Dunlosky and Katherine A.Rawson

By:

Dunlosky, John,ed

Contributor(s):

Rawson,Katherine A,ed

Material type: Text

TextPublication details: Cambridge: Cambridge University Press, 2019.Description: xviii,729pISBN:

9781108416016

Subject(s):

DDC classification:

371.39 DUN/C

Contents:

Part 1: Foundations: 1. How the learning sciences can inform cognitive psychology / Keith Sawyer and John Dunlosky-- 2. Quackery in educational research / Daniel H. Robinson and Joel R. Levin --

Part 2: Science and Math: 3. Teaching critical thinking as if our future depends on it, because it does / Diane F. Halpern and Heather A. Butler -- 4. Improving students' scientific thinking / David Klahr, Corinne Zimmerman, and Bryan J. Matlen-- 5. Spatial skills, reasoning, and mathematics / Nora S. Newcombe, Julie L. Booth, and Elizabeth A. Gunderson-- 6. Iterative development of conceptual and procedual knowledge in mathematics learning and instruction / Bethany Rittle-Johnson-- 7. Development of fraction understanding / Pooja G. Sidney, Clarissa A. Thompson, and John E. Opfer-- 8. Learning how to solve problems by studying examples / Tamara van Gog, Nikol Rummel, and Alexander Renkl-- 9. Harnessing our hands to teach mathematics : how gesture can be used as a teaching tool in the classroom / Elizabeth M. Wakefield and Susan Goldin-Meadow --

Part 3: Reading and writing: 10. Fundamental components of reading comprehension / Anne E. Cook and Edward J. O'Brien-- 11. Writing as a learning activity / Perry D. Klein and Aartje van Dijk-- 12. Bilingualism and education : bridging cognitive science research to language learning / Gigi Luk and Judith F. Kroll-- 13. Note-taking / Stephen T. Peverly and Amie D. Wolf -- 14. Multiple-text comprehension / Jean-François Rouet, M. Anne Britt, and Anna Potocki-- 15. Interventions to promote reading for understanding : current evidence and future directions / Elizabeth A. Stevens and Sharon Vaughn --

Part 4: General learning studies-- 16. When does interleaving practice improve learning? / paulo F. Carvalho and Robert L. Goldstone-- 17. Correcting student errors and misconceptions / Elizabeth J. Marsh and Emmaline Drew Eliseev-- 18. How multimedia can improve learning and instruction / Richard E. Mayer-- 19. Multi-choice and short-answer quizzing on equal footing in the classroom : potential indirect effects of testing / Mark A. McDaniel and Jeri L. Little-- 20. Collaborative learning : the benefits and costs / Timothy J. Nokes-Malach, Cristina D. Zepeda, J. Elizabeth Richey, and Soniya Gadgil-- 21. Self-explaining : learning about principles and their application / Alexander Renkl and Alexander Eitel -- 22. Enhancing the quality of student learning using distributed practice / Melody Wiseheart, Carolina E. Küpper -Tetzel, Tina Weston, Alice S.N. Kim, Irina V. Kapler, and Vanessa Foot-Seymour --

Part 5: Metacognition-- 23. Self-regulation in computer-assisted learning systems / Roger Azevedo, Nicholas V. Murdick, Michelle Taub, and Amanda E. Bradbury-- 24. Improving students' metacomprehension accuracy / Thomas D. Griffin, Marta K. Mielicki, and Jennifer Wiley-- 25. Calibration and self-regulated learning : making connections / Douglas J. Hacker and Linda Bol-- 26. Teachers' judgments of student learning of mathematics / Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michelle B. Carney, and Richard D. Osguthorpe-- 27. Learning strategies and self-regulated learning / Philip H. Winne and Zahia Marzouk.

Summary: 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.

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Holdings
Item type	Current library	Home library	Call number	Status	Date due	Barcode
Book	Study Centre Alappuzha, University of Kerala	Study Centre Alappuzha, University of Kerala	371.39 DUN/C (Browse shelf(Opens below))	Available		USCA5510

Part 1: Foundations:
1. How the learning sciences can inform cognitive psychology / Keith Sawyer and John Dunlosky--
2. Quackery in educational research / Daniel H. Robinson and Joel R. Levin --

Part 2: Science and Math:
3. Teaching critical thinking as if our future depends on it, because it does / Diane F. Halpern and Heather A. Butler --
4. Improving students' scientific thinking / David Klahr, Corinne Zimmerman, and Bryan J. Matlen--
5. Spatial skills, reasoning, and mathematics / Nora S. Newcombe, Julie L. Booth, and Elizabeth A. Gunderson--
6. Iterative development of conceptual and procedual knowledge in mathematics learning and instruction / Bethany Rittle-Johnson--
7. Development of fraction understanding / Pooja G. Sidney, Clarissa A. Thompson, and John E. Opfer--
8. Learning how to solve problems by studying examples / Tamara van Gog, Nikol Rummel, and Alexander Renkl--
9. Harnessing our hands to teach mathematics : how gesture can be used as a teaching tool in the classroom / Elizabeth M. Wakefield and Susan Goldin-Meadow --

Part 3: Reading and writing:
10. Fundamental components of reading comprehension / Anne E. Cook and Edward J. O'Brien--
11. Writing as a learning activity / Perry D. Klein and Aartje van Dijk--
12. Bilingualism and education : bridging cognitive science research to language learning / Gigi Luk and Judith F. Kroll--
13. Note-taking / Stephen T. Peverly and Amie D. Wolf --
14. Multiple-text comprehension / Jean-François Rouet, M. Anne Britt, and Anna Potocki--
15. Interventions to promote reading for understanding : current evidence and future directions / Elizabeth A. Stevens and Sharon Vaughn --

Part 4: General learning studies--
16. When does interleaving practice improve learning? / paulo F. Carvalho and Robert L. Goldstone--
17. Correcting student errors and misconceptions / Elizabeth J. Marsh and Emmaline Drew Eliseev--
18. How multimedia can improve learning and instruction / Richard E. Mayer--
19. Multi-choice and short-answer quizzing on equal footing in the classroom : potential indirect effects of testing / Mark A. McDaniel and Jeri L. Little--
20. Collaborative learning : the benefits and costs / Timothy J. Nokes-Malach, Cristina D. Zepeda, J. Elizabeth Richey, and Soniya Gadgil--
21. Self-explaining : learning about principles and their application / Alexander Renkl and Alexander Eitel --
22. Enhancing the quality of student learning using distributed practice / Melody Wiseheart, Carolina E. Küpper -Tetzel, Tina Weston, Alice S.N. Kim, Irina V. Kapler, and Vanessa Foot-Seymour --

Part 5: Metacognition--
23. Self-regulation in computer-assisted learning systems / Roger Azevedo, Nicholas V. Murdick, Michelle Taub, and Amanda E. Bradbury--
24. Improving students' metacomprehension accuracy / Thomas D. Griffin, Marta K. Mielicki, and Jennifer Wiley--
25. Calibration and self-regulated learning : making connections / Douglas J. Hacker and Linda Bol--
26. Teachers' judgments of student learning of mathematics / Keith W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michelle B. Carney, and Richard D. Osguthorpe--
27. Learning strategies and self-regulated learning / Philip H. Winne and Zahia Marzouk.

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.

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