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The Resource Applying science of learning in education : infusing psychological science into the curriculum, Editors, Victor A. Benassi, Catherine E. Overson, Christopher M. Hakala; Society for the Teaching of Psychology, Division 2, American Psychological Association

Applying science of learning in education : infusing psychological science into the curriculum, Editors, Victor A. Benassi, Catherine E. Overson, Christopher M. Hakala; Society for the Teaching of Psychology, Division 2, American Psychological Association

Author
Editor
Contributor
Summary
"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." -- Book homepage
Language
eng
Work
Publication
Extent
1 online resource (v, 298 pages)
Contents
  • Introduction / Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala
  • Part 1 : Science of Learning : Principles and Approaches. Prior Knowledge Is More Than Content: Skills and Beliefs Also Impact Learning / Susan A. Ambrose and Marsha C. Lovett
  • When and Why Introducing Difficulties and Errors Can Enhance Instruction / Courtney M. Clark and Robert A. Bjork
  • Expertise Reversal Effect and Its Instructional Implications / Chee Ha Lee and Slava Kalyuga
  • Using Feedback to Promote Learning / John A. C. Hattie and Gregory C. R. Yates
  • Research-Based Principles for Designing Multimedia Instruction / Richard E. Mayer
  • Generating Active Learning / Sharon Bertsch and Bryan Pesta
  • Test-enhanced Learning / Mary A. Pyc, Pooja K. Agarwal, and Henry L. Roediger, III
  • Supporting Self-Explanation in the Classroom / Jennifer L. Chiu and Michelene T.H. Chi
  • Potent Techniques to Improve Learning from Text / Khuyen Nguyen and Mark A. McDaniel
  • Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving / Alexander Renkl
  • Spacing and Interleaving of Study and Practice / Shana K. Carpenter
  • How Accuracy in Students' Self Perceptions Relates to Success in Learning / Joyce Ehrlinger and E. Ashley Shain
  • Metacognition and Instruction / John Girash
  • Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science / Keith Millis, Arthur C. Graesser, and Diane F. Halpern
  • Part 2: Preparing Faculty to Apply Science of Learning. Assessing the Impact of Instructional Methods / Regan A. R. Gurung
  • Applying the Science of Learning: The Cognition Toolbox / Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O'Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala
  • Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar / Debra Swoboda
  • Helping Students to Get the Most Out of Studying / Stephen L. Chew
  • Part 3 : Putting the Science of Learning into Practice. The Effects of Memory Retrieval, Errors and Feedback on Learning / Nate Kornell and Janet Metcalfe
  • Applying Multimedia Principles to Slide Shows for Academic Presentation / Catherine Overson
  • Student misconceptions: Where do they come from and what can we do? / Annette K. Taylor and Patricia Kowalski
  • Examining the Benefits of Cumulative Exams / Natalie K. Lawrence
  • Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course / Samuel Pazicni and Daniel T. Pyburn
  • The Influence of Guiding Questions on Skilled- and Less-Skilled Readers' Understanding of Written Discourse / Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes
Isbn
9781941804292
Instance
Label
Applying science of learning in education : infusing psychological science into the curriculum
Title
Applying science of learning in education
Title remainder
infusing psychological science into the curriculum
Statement of responsibility
Editors, Victor A. Benassi, Catherine E. Overson, Christopher M. Hakala; Society for the Teaching of Psychology, Division 2, American Psychological Association
Title variation
Infusing psychological science into the curriculum
Contributor
Author
Author
Editor
Editor
Issuing body
Subject
Language
eng
Summary
"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." -- Book homepage
Cataloging source
ABF
http://library.link/vocab/relatedWorkOrContributorName
  • Benassi, Victor
  • Overson, Catherine E..
  • Hakala, Chris
  • Ambrose, Sarah A.
  • Lovett, Marsha
  • Clark, Courtney M.
  • Bjork, Robert A.
  • Lee, Chee Ha.
  • Kalyuga, Slava
  • Hattie, John A. C.
  • Yates, Gregory C. R.
  • Mayer, Richard E.
  • Bertsch, Sharon.
  • Pesta, Bryan.
  • Pyc, Mary A.
  • Agarwal, Pooja K.
  • Roediger, Henry L.
  • Chiu, Jennifer L.
  • Chi, Michelene T. H.
  • Nguyen, Khuyen
  • McDaniel, Mark A.
  • Renkl, Alexander
  • Carpenter, Shana K.
  • Ehrlinger, Joyce
  • Shain, E. Ashley
  • Girash, John
  • Millis, Keith
  • Graesser, Arthur C.
  • Halpern, Diane F.
  • Gurung, Regan A. R.
  • Tappin, Elizabeth M.
  • Lee, Michael J.
  • O'Brien, Edward J.
  • White, Barbara Prudhomme
  • Stiegler-Balfour, Jennifer J.
  • Swoboda, Debra
  • Chew, Stephen L.
  • Kornell, Nate
  • Metcalfe, Janet
  • Taylor, Annette K.
  • Kowalski, Patricia
  • Lawrence, Natalie K.
  • Pazicni, Samuel.
  • Pyburn, Daniel T.
  • Tatsak, Heather
  • Taatjes, Andrea
  • Society for the Teaching of Psychology
http://library.link/vocab/subjectName
  • Cognitive learning
  • Learning, Psychology of
  • Cognitive science
  • Education
  • Cognitive learning
  • Cognitive science
  • Education
  • Learning, Psychology of
Label
Applying science of learning in education : infusing psychological science into the curriculum, Editors, Victor A. Benassi, Catherine E. Overson, Christopher M. Hakala; Society for the Teaching of Psychology, Division 2, American Psychological Association
Instantiates
Publication
Bibliography note
Includes bibliographical references (page 298)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction / Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala -- Part 1 : Science of Learning : Principles and Approaches. Prior Knowledge Is More Than Content: Skills and Beliefs Also Impact Learning / Susan A. Ambrose and Marsha C. Lovett -- When and Why Introducing Difficulties and Errors Can Enhance Instruction / Courtney M. Clark and Robert A. Bjork -- Expertise Reversal Effect and Its Instructional Implications / Chee Ha Lee and Slava Kalyuga -- Using Feedback to Promote Learning / John A. C. Hattie and Gregory C. R. Yates -- Research-Based Principles for Designing Multimedia Instruction / Richard E. Mayer -- Generating Active Learning / Sharon Bertsch and Bryan Pesta -- Test-enhanced Learning / Mary A. Pyc, Pooja K. Agarwal, and Henry L. Roediger, III -- Supporting Self-Explanation in the Classroom / Jennifer L. Chiu and Michelene T.H. Chi -- Potent Techniques to Improve Learning from Text / Khuyen Nguyen and Mark A. McDaniel -- Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving / Alexander Renkl -- Spacing and Interleaving of Study and Practice / Shana K. Carpenter -- How Accuracy in Students' Self Perceptions Relates to Success in Learning / Joyce Ehrlinger and E. Ashley Shain -- Metacognition and Instruction / John Girash -- Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science / Keith Millis, Arthur C. Graesser, and Diane F. Halpern -- Part 2: Preparing Faculty to Apply Science of Learning. Assessing the Impact of Instructional Methods / Regan A. R. Gurung -- Applying the Science of Learning: The Cognition Toolbox / Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O'Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala -- Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar / Debra Swoboda -- Helping Students to Get the Most Out of Studying / Stephen L. Chew -- Part 3 : Putting the Science of Learning into Practice. The Effects of Memory Retrieval, Errors and Feedback on Learning / Nate Kornell and Janet Metcalfe -- Applying Multimedia Principles to Slide Shows for Academic Presentation / Catherine Overson -- Student misconceptions: Where do they come from and what can we do? / Annette K. Taylor and Patricia Kowalski -- Examining the Benefits of Cumulative Exams / Natalie K. Lawrence -- Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course / Samuel Pazicni and Daniel T. Pyburn -- The Influence of Guiding Questions on Skilled- and Less-Skilled Readers' Understanding of Written Discourse / Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes
Control code
865477775
Dimensions
unknown
Extent
1 online resource (v, 298 pages)
Form of item
online
Isbn
9781941804292
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations, charts
Specific material designation
remote
System control number
(OCoLC)865477775
Label
Applying science of learning in education : infusing psychological science into the curriculum, Editors, Victor A. Benassi, Catherine E. Overson, Christopher M. Hakala; Society for the Teaching of Psychology, Division 2, American Psychological Association
Publication
Bibliography note
Includes bibliographical references (page 298)
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
Introduction / Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala -- Part 1 : Science of Learning : Principles and Approaches. Prior Knowledge Is More Than Content: Skills and Beliefs Also Impact Learning / Susan A. Ambrose and Marsha C. Lovett -- When and Why Introducing Difficulties and Errors Can Enhance Instruction / Courtney M. Clark and Robert A. Bjork -- Expertise Reversal Effect and Its Instructional Implications / Chee Ha Lee and Slava Kalyuga -- Using Feedback to Promote Learning / John A. C. Hattie and Gregory C. R. Yates -- Research-Based Principles for Designing Multimedia Instruction / Richard E. Mayer -- Generating Active Learning / Sharon Bertsch and Bryan Pesta -- Test-enhanced Learning / Mary A. Pyc, Pooja K. Agarwal, and Henry L. Roediger, III -- Supporting Self-Explanation in the Classroom / Jennifer L. Chiu and Michelene T.H. Chi -- Potent Techniques to Improve Learning from Text / Khuyen Nguyen and Mark A. McDaniel -- Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving / Alexander Renkl -- Spacing and Interleaving of Study and Practice / Shana K. Carpenter -- How Accuracy in Students' Self Perceptions Relates to Success in Learning / Joyce Ehrlinger and E. Ashley Shain -- Metacognition and Instruction / John Girash -- Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science / Keith Millis, Arthur C. Graesser, and Diane F. Halpern -- Part 2: Preparing Faculty to Apply Science of Learning. Assessing the Impact of Instructional Methods / Regan A. R. Gurung -- Applying the Science of Learning: The Cognition Toolbox / Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O'Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala -- Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar / Debra Swoboda -- Helping Students to Get the Most Out of Studying / Stephen L. Chew -- Part 3 : Putting the Science of Learning into Practice. The Effects of Memory Retrieval, Errors and Feedback on Learning / Nate Kornell and Janet Metcalfe -- Applying Multimedia Principles to Slide Shows for Academic Presentation / Catherine Overson -- Student misconceptions: Where do they come from and what can we do? / Annette K. Taylor and Patricia Kowalski -- Examining the Benefits of Cumulative Exams / Natalie K. Lawrence -- Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course / Samuel Pazicni and Daniel T. Pyburn -- The Influence of Guiding Questions on Skilled- and Less-Skilled Readers' Understanding of Written Discourse / Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes
Control code
865477775
Dimensions
unknown
Extent
1 online resource (v, 298 pages)
Form of item
online
Isbn
9781941804292
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Other physical details
illustrations, charts
Specific material designation
remote
System control number
(OCoLC)865477775

Subject

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