Handbook of Research on Learning and Instruction

During the past twenty 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 Handbook examines learning and instruction in a variety of classroom and non-classroom environments and with a variety of learners, both K-16 students and adult learners. The chapters are written by leading researchers from around the world, all of whom are highly regarded experts on their particular topics.

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 languages, and physical education, as well as learning to think critically, learning to self-monitor, and learning with motivation. The instruction section consists of chapters on effective instructional methods – feedback, examples, self-explanation, peer interaction, cooperative learning, inquiry, discussion, tutoring, visualizations, and computer simulations. Each chapter reviews empirical research in a specific domain and is structured as follows:



Introduction – Defines key constructs and provides illustrative examples or cases.


Historical Overview – Summarizes the historical context for the topic or domain.


Theoretical Framework – Summarizes major models or theories related to the topic or domain.


Current Trends and Issues – Synthesizes the research literature and highlights key findings or conclusions.


Practical Implications – Suggests relevance of the research for educational practice.


Future Directions – Considers next steps or stages needed for future research.

Richard E. Mayer is Professor of Psychology at the University of California, Santa Barbara.
Dr. Patricia A. Alexander is the Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher in the Department of Human Development at the University of Maryland.

Preface
Part I. Research on Learning
1. Introduction to Research on Learning, Patricia A. Alexander and Richard E. Mayer

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, and Joseph F. Wagner

5. Learning Science, Richard Duschl and Richard Hamilton

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 Bonney and Robert J. Sternberg

10. Learning to Self-Monitor and Self-Regulate, Marcel V. J. Veenman

11. Learning with Motivation, Eric M. Anderman and Heather Dawson

Part II. Research on Instruction

12. Introduction to Research on Instruction, Patricia A. Alexander and Richard E. Mayer

13. Instruction Based on Feedback, John Hattie and Mark Gan

14. Instruction Based on Examples, Alexander Renkl

15. Instruction Based on Self-Explanation, Brenda A. Fonseca and Michelene T. H. Chi

16. Instruction Based on Peer Interaction, Kathryn R. Wentzel and Deborah E. Watkins

17. Instruction Based on Cooperative Learning, Robert E. Slavin

18. Instruction Based on Inquiry, Sofie M. M. Loyens and Remy M. J. P. Rikers

19. Instruction Based on Discussion, P. Karen Murphy, Ian A. G., Wilkinson, and Anna O. Soter

20. Instruction Based on Tutoring, Arthur C. Graesser, Sidney D’Mello, and Whitney Cade

21. Instruction Based on Visualizations, Richard E. Mayer

22. Instruction Based on Computer Simulation, Ton de Jong