Author: Robert Glaser
Publisher: Lawrence Erlbaum Associates
ISBN: 9780898591767
Category : Educational psychology
Languages : en
Pages : 370

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Book Description

Author: Robert Glaser
Publisher: Routledge
ISBN: 1134803745
Category : Education
Languages : en
Pages : 421

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Book Description
Investigators have moved back and forth between design efforts and basic studies in cognition to improve both application and fundamental knowledge. This volume's theme is this interaction between practice and science with the opportunity for reflecting on findings in order to understand them and suggesting improved forms of application and their underlying explanation. This is seen in various arenas including theory-based computer-assisted instruction for teaching mathematics, the design of communities of learning in elementary schools, teaching in the context of problem-solving situations and reasoning with models, self-explanation as a highly effective learning activity, conceptual change in medical training and health education, and workplace training in electronic troubleshooting. The results of extensive long-term experience and analysis in each of these areas are insightfully reported by the well-known contributors to this volume. Special features of this fifth edition include: * The work of eminent cognitive scientists in the design and evaluation of educational and training environments to increase current understanding of learning and development, as this understanding is applied to innovative instructional programs and teaching methods. * A description of learning theory and principles as well as implications and examples on research and development on educational application. * A presentation on the 10-year change in perspective on research and development in problem solving environments that invite inquiry about academic information and skills in the context of instruction of elementary school children. * An innovative approach to math and science instruction in which teaching is oriented around constructing, evaluating, and revising models. * An examination of the process of self-explaining, which involves explaining to one's self in an attempt to make sense of a new situation. * A description of a long-term program of cognitive task analysis and instructional design on problem solving in the operation of complex equipment. * An investigation on the acquisition of clinical reasoning skills and the understanding of biomedical concepts in both professional medicine and the health practices of the lay population.

Author: Robert Glaser
Publisher: Routledge
ISBN: 1317954416
Category : Education
Languages : en
Pages : 239

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Book Description
The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters. A rich variety of topics is addressed including: *an analysis of the components of teaching competence *the evolution of a learner's mathematical understanding *the use of causal models for generating scientific explanations *the facilitation of meaningful learning through text illustrations *the competence of children in argumentative interaction that results in conceptual change.

Author: Robert Glaser
Publisher: Routledge
ISBN: 1317954424
Category : Education
Languages : en
Pages : 360

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Book Description
The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters. A rich variety of topics is addressed including: *an analysis of the components of teaching competence *the evolution of a learner's mathematical understanding *the use of causal models for generating scientific explanations *the facilitation of meaningful learning through text illustrations *the competence of children in argumentative interaction that results in conceptual change.

Author: Robert Glaser
Publisher: Routledge
ISBN: 1134803818
Category : Education
Languages : en
Pages : 415

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Book Description
Investigators have moved back and forth between design efforts and basic studies in cognition to improve both application and fundamental knowledge. This volume's theme is this interaction between practice and science with the opportunity for reflecting on findings in order to understand them and suggesting improved forms of application and their underlying explanation. This is seen in various arenas including theory-based computer-assisted instruction for teaching mathematics, the design of communities of learning in elementary schools, teaching in the context of problem-solving situations and reasoning with models, self-explanation as a highly effective learning activity, conceptual change in medical training and health education, and workplace training in electronic troubleshooting. The results of extensive long-term experience and analysis in each of these areas are insightfully reported by the well-known contributors to this volume. Special features of this fifth edition include: * The work of eminent cognitive scientists in the design and evaluation of educational and training environments to increase current understanding of learning and development, as this understanding is applied to innovative instructional programs and teaching methods. * A description of learning theory and principles as well as implications and examples on research and development on educational application. * A presentation on the 10-year change in perspective on research and development in problem solving environments that invite inquiry about academic information and skills in the context of instruction of elementary school children. * An innovative approach to math and science instruction in which teaching is oriented around constructing, evaluating, and revising models. * An examination of the process of self-explaining, which involves explaining to one's self in an attempt to make sense of a new situation. * A description of a long-term program of cognitive task analysis and instructional design on problem solving in the operation of complex equipment. * An investigation on the acquisition of clinical reasoning skills and the understanding of biomedical concepts in both professional medicine and the health practices of the lay population.

Author: Sharon M. Carver
Publisher: Psychology Press
ISBN: 1135648980
Category : Psychology
Languages : en
Pages : 536

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Book Description
This volume is based on papers presented at the 30th Carnegie Mellon Symposium on Cognition. This particular symposium was conceived in reference to the 1974 symposium entitled Cognition and Instruction. In the 25 years since that symposium, reciprocal relationships have been forged between psychology and education, research and practice, and laboratory and classroom learning contexts. Synergistic advances in theories, empirical findings, and instructional practice have been facilitated by the establishment of new interdisciplinary journals, teacher education courses, funding initiatives, and research institutes. So, with all of this activity, where is the field of cognition and instruction? How much progress has been made in 25 years? What remains to be done? This volume proposes and illustrates some exciting and challenging answers to these questions. Chapters in this volume describe advances and challenges in four areas, including development and instruction, teachers and instructional strategies, tools for learning from instruction, and social contexts of instruction and learning. Detailed analyses of tasks, subjects' knowledge and processes, and the changes in performance over time have led to new understanding of learners' representations, their use of multiple strategies, and the important role of metacognitive processes. New methods for assessing and tracking the development and elaboration of knowledge structures and processing strategies have yielded new conceptualizations of the process of change. Detailed cognitive analysis of expert teachers, as well as a direct focus on enhancing teachers' cognitive models of learners and use of effective instructional strategies, are other areas that have seen tremendous growth and refinement in the past 25 years. Similarly, the strong impact of curriculum materials and activities based on a thorough cognitive analysis of the task has been extended to the use of technological tools for learning, such as intelligent tutors and complex computer based instructional interfaces. Both the shift to conducting a significant portion of the cognition and instruction research in real classrooms and the increased collaboration between academics and educators have brought the role of the social context to center stage.

Author: Robert Glaser
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Book Description

Author: Lieven Verschaffel
Publisher: Elsevier Science Limited
ISBN: 9780080450216
Category : Education
Languages : en
Pages : 342

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Book Description
Celebrates Erik De Cortes' scientific career in the international scientific field of instructional psychology. This book addresses the core topics of the learning sciences from a diversity of perspectives. Its sixteen chapters are grouped into 6 sections, including: Learning and Development; Learning and Assessment; and, Learning and Technology.

Author: Richard E. Mayer
Publisher: Pearson Educación
ISBN: 9788420535241
Category : Education
Languages : en
Pages : 286

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Book Description
Covering the latest advanced in the field, this brief, easy-to-read introduction to educational psychology focuses on learning and teaching in subject areas and on helping students develop specific cognitive processes that are required to accomplish real academic tasks. Shows how psychological theories and research influence the development of better instructional practices and how real instructional problems influence the development of better psychological theories and research. Deals with the educational psychology of five major subject areas -- reading fluency, reading comprehension, writing, mathematics, and science. Includes three to six major cognitive processes involved in mastering the subject area in each chapter. Analyzes the types of knowledge that are needed to perform academic tasks in the domain in several chapters. Provides concrete examples and connections between cognitive research and practical educational problems. Covers the core advances in educational psychology. For educators at all levels.

Author: Sharon Tindall-Ford
Publisher: Routledge
ISBN: 1000022870
Category : Education
Languages : en
Pages : 262

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Book Description
Cognitive load theory uses our knowledge of how people learn, think and solve problems to design instruction. In turn, instructional design is the central activity of classroom teachers, of curriculum designers, and of publishers of textbooks and educational materials, including digital information. Characteristically, the theory is used to generate hypotheses that are tested using randomized controlled trials. Cognitive load theory rests on a base of hundreds of randomized controlled trials testing many thousands of primary and secondary school children as well as adults. That research has been conducted by many research groups from around the world and has resulted in a wide range of novel instructional procedures that have been tested for effectiveness. Advances in Cognitive Load Theory, in describing current research, continues in this tradition. Exploring a wide range of instructional issues dealt with by the theory, it covers all general curriculum areas critical to educational and training institutions and outlines recent extensions to other psycho-educational constructs including motivation and engagement. With contributions from the leading figures from around the world, this book provides a one-stop-shop for the latest in cognitive load theory research and guidelines for how the findings can be applied in practice.