| |
| |
| Preface | |
| |
| |
| Introduction | |
| |
| |
| |
| The Big Three: Learning, Instruction, Assessment | |
| |
| |
| |
| Rationale for Applying the Science of Learning | |
| |
| |
| |
| What Is Applying the Science of Learning? | |
| |
| |
| |
| Historical Overview of the Relation Between the Science of Learning and the Science of Instruction | |
| |
| |
| |
| Viewing the Relation Between the Science of Learning and the Science of Instruction as Overlapping Goals | |
| |
| |
| Suggested Readings and References | |
| |
| |
| How Learning Works | |
| |
| |
| |
| What Is Learning? | |
| |
| |
| |
| What is the Science of Learning? | |
| |
| |
| |
| What Changes: Behavior or Knowledge? | |
| |
| |
| |
| What Changes: General or Specific Transfer? | |
| |
| |
| |
| How Learning Works: Three Metaphors of Learning | |
| |
| |
| |
| A Closer Look at Response Strengthening: Thorndike's Law of Effect | |
| |
| |
| |
| A Closer Look at Information Acquisition: Ebbinghaus' Learning Curve | |
| |
| |
| |
| A Closer Look at Knowledge Construction: Bartlett's Assimilation to Schema | |
| |
| |
| |
| How Learning Works: Three Principles from the Learning Sciences | |
| |
| |
| |
| A Closer Look at Dual Channels: Paivio Concreteness Effect | |
| |
| |
| |
| A Closer Look at Limited Capacity: Miller's Magic Number | |
| |
| |
| |
| A Closer Look at Active Learning: Wittrock"s Generative Processes | |
| |
| |
| |
| How Learning Works: A Cognitive Model of Learning | |
| |
| |
| |
| Three Memory Stores in Meaningful Learning | |
| |
| |
| |
| Three Cognitive Processes in Meaningful Learning | |
| |
| |
| |
| The Mighty Ms: Motivation and Metacognition | |
| |
| |
| |
| Motivation to Learn | |
| |
| |
| |
| How Motivation Works | |
| |
| |
| |
| Metacognition in Learning | |
| |
| |
| |
| Learning in Subject Areas | |
| |
| |
| |
| Eight Things We Know About Learning from Word Lists | |
| |
| |
| References and Suggested Readings | |
| |
| |
| How Instruction Works | |
| |
| |
| |
| What Is Instruction? | |
| |
| |
| |
| What Is the Science of Instruction? | |
| |
| |
| |
| What Is an Instructional Objective? | |
| |
| |
| |
| Three Levels of Instructional Objectives | |
| |
| |
| |
| Five Kinds of Knowledge in Instructional Objectives | |
| |
| |
| |
| Six Kinds of Cognitive Processes in Instructional Objectives | |
| |
| |
| |
| How Instruction Works: Three Demands on Cognitive Capacity | |
| |
| |
| |
| How Instruction Works: Three Instructional Scenarios | |
| |
| |
| |
| Twelve Instructional Design Principles for Lesson Learning | |
| |
| |
| |
| Evidence-Based Principles for Reducing Extraneous Processing | |
| |
| |
| |
| Evidence-Based Principles for Managing Essential Processing | |
| |
| |
| |
| Evidence-Based Principles for Fostering Generative Processing | |
| |
| |
| |
| Eight Instructional Design Principles for Effective Studying | |
| |
| |
| |
| Evidence-Based Principles for Studying by Practicing | |
| |
| |
| |
| Evidence-Based Principles for Studying by Generating | |
| |
| |
| |
| How to Guide Cognitive Processing During Learning | |
| |
| |
| |
| Instructional Techniques for Selecting | |
| |
| |
| |
| Instructional Techniques for Organizing | |
| |
| |
| |
| Instructional Techniques for Integrating | |
| |
| |
| |
| Three Popular But Questionable Principles | |
| |
| |
| |
| How Active Teaching Methods Can Go Wrong | |
| |
| |
| |
| Two Kinds of Active Learning | |
| |
| |
| References and Suggested Readings | |
| |
| |
| How Assessment Works | |
| |
| |
| |
| What Is Assessment? | |
| |
| |
| |
| Three Functions of Assessments | |
| |
| |
| |
| What Is the Science of Assessment? | |
| |
| |
| |
| Using Instructional Objectives in Assessment | |
| |
| |
| |
| How to Construct a Useful Assessment Instrument | |
| |
| |
| |
| What Is Research on Instructional Effects? | |
| |
| |
| |
| What Works? Using Randomized Controlled Experiments | |
| |
| |
| |
| When Does It Work? Using Factorial Experiments | |
| |
| |
| |
| How Does It Work? Using Observational Analysis | |
| |
| |
| |
| A Closer Look at Experiments | |
| |
| |
| |
| Using Effect Size to Assess Instructional Effects | |
| |
| |
| |
| Six Reasons for No Difference Between the Treatment and Control Groups | |
| |
| |
| |
| How to Assess Learning Outcomes | |
| |
| |
| |
| Two Ways to Measure Learning Outcomes | |
| |
| |
| |
| Three Kinds of Learning Outcomes | |
| |
| |
| |
| A Closer Look at Meaningful Versus Rote Learning: Wertheimer's Parallelogram Lesson | |
| |
| |
| |
| A Closer Look at Assessment of Learning Outcomes: How Much or What Kind? | |
| |
| |
| |
| Broadening the Domain of Assessment | |
| |
| |
| |
| A Closer Look at Broadening the Domain of Assessment: Attribute Treatment Interactions | |
| |
| |
| |
| Attribute Treatment Interactions Involving Prior Knowledge | |
| |
| |
| |
| What Can Go Wrong with Assessments? | |
| |
| |
| References and Suggested Readings | |
| |
| |
| Epilogue | |
| |
| |
| About the Author | |
| |
| |
| Glossary | |
| |
| |
| Author Index | |
| |
| |
| Subject Index | |