Learning and instruction
How do people learn? How can instruction promote learning? This new book by a noted scholar thoroughly and succinctly answers these two fundamental educational psychology questions. The author focuses on the “big” ideas, preferring that readers understand a few exemplary ideas deeply, rather than numerous ideas superficially. The book uses clear definitions, concrete examples, and a conversational writing style that easily engages readers by addressing them directly. Coverage is organized around two “sides” of the educational “coin:” learning in subject areas and instructional methods that foster meaningful learning; and explaining what research says about the learning/teaching process. For professionals in the field of Education Psychology.
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Introduction to Learning and Instruction
Teaching by Priming Students Motivation
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able activities Adapted advance organizers asked ball behavior behaviorist beta-gal chapter classroom cognitive processes cognitive theory concept learning control group decoding dents develop dinoflagellates educational psychology errors essay experience feedback Figure fixation frustrum given goal help students hypothesis idea improve inconsistencies inference instruction integration intrinsic motivation involves keyword lactose law of effect learner mathematics Mayer meaningful learning mental model metacognitive method North Vietnam novices passage performance phonemes phonological awareness posttest pretest problem solvers procedural knowledge procedure psychology questions reading comprehension recall response learning rewards schema scientific sentence shows skill learning skilled readers solution plan solve specific speed SQ3R square story strategies structure students learn students need suggest summarized supertanker task teacher teaching textbooks tile tion token economy transfer translation understand vocabulary word problems word processor worked-out example writing