Handbook of Research on Learning and Instruction (2^nd Ed.) Educational Psychology Handbook Series

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.

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 andEric 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

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.