The Cambridge Handbook of Cognition and Education
Herausgeber: Dunlosky, John; Rawson, Katherine A
The Cambridge Handbook of Cognition and Education
Herausgeber: Dunlosky, John; Rawson, Katherine A
- Gebundenes Buch
- Merkliste
- Auf die Merkliste
- Bewerten Bewerten
- Teilen
- Produkt teilen
- Produkterinnerung
- Produkterinnerung
Leading scientists reveal how to improve instruction and student achievement across multiple domains, including science, mathematics, reading, and writing.
Andere Kunden interessierten sich auch für
![The Cambridge Handbook of Instructional Feedback]( "The Cambridge Handbook of Instructional Feedback")
The Cambridge Handbook of Instructional Feedback253,99 €![The Wiley Handbook of Cognition and Assessment]( "The Wiley Handbook of Cognition and Assessment")
The Wiley Handbook of Cognition and Assessment228,99 €![The Cambridge Handbook of the Development of Coping]( "The Cambridge Handbook of the Development of Coping")
The Cambridge Handbook of the Development of Coping181,99 €![Monsters in the Classroom]( "Monsters in the Classroom")
Philip G. HillMonsters in the Classroom58,99 €![The Hungry Brain's Nutrition Cognition Connection]( "The Hungry Brain's Nutrition Cognition Connection")
Susan AugustineThe Hungry Brain's Nutrition Cognition Connection23,99 €![Mirrors of the Mind]( "Mirrors of the Mind")
Norijuki InoueMirrors of the Mind147,80 €![Mirrors of the Mind]( "Mirrors of the Mind")
Norijuki InoueMirrors of the Mind41,85 €-
-
-
Leading scientists reveal how to improve instruction and student achievement across multiple domains, including science, mathematics, reading, and writing.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Produktdetails
- Produktdetails
- Verlag: Cambridge University Press
- Seitenzahl: 748
- Erscheinungstermin: 7. Februar 2019
- Englisch
- Abmessung: 257mm x 218mm x 43mm
- Gewicht: 1451g
- ISBN-13: 9781108416016
- ISBN-10: 1108416012
- Artikelnr.: 53491083
- Verlag: Cambridge University Press
- Seitenzahl: 748
- Erscheinungstermin: 7. Februar 2019
- Englisch
- Abmessung: 257mm x 218mm x 43mm
- Gewicht: 1451g
- ISBN-13: 9781108416016
- ISBN-10: 1108416012
- Artikelnr.: 53491083
How cognitive psychology can inform evidence-based education reform: an
overview of The Cambridge Handbook of Cognition and Education John Dunlosky
and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences
can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery
in educational research Daniel H. Robinson and Joel R. Levin; Part II.
Science and Math: 3. Teaching critical thinking as if our future depends on
it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving
students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J.
Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe,
Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of
conceptual and procedural knowledge in mathematics learning and instruction
Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G.
Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve
problems by studying examples Tamara van Gog, Nikol Rummel and Alexander
Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be
used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan
Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of
reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a
learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and
education: connecting cognitive science research to language learning Gigi
Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D.
Wolf; 14. Multiple text comprehension Jean-François Rouet, M. Anne Britt
and Anna Potocki; 15. Interventions to promote reading for understanding:
current evidence and future directions Elizabeth A. Stevens and Sharon
Vaughn; Part IV. General Learning Strategies: 16. When does interleaving
practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17.
Correcting student errors and misconceptions Elizabeth J. Marsh and
Emmaline E. Drew; 18. How multimedia can improve learning and instruction
Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal
footing in the classroom: potential indirect effects of testing Mark A.
McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and
costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and
Soniya Gadgil; 21. Self-explaining: learning about principles and their
application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality
of student learning using distributed practice Melody Wiseheart, Carolina
E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa
Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted
learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and
Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy
Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration
and self-regulated learning: making the connections Douglas J. Hacker and
Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith
W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and
Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning
Philip H. Winne and Zahia Marzouk.
overview of The Cambridge Handbook of Cognition and Education John Dunlosky
and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences
can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery
in educational research Daniel H. Robinson and Joel R. Levin; Part II.
Science and Math: 3. Teaching critical thinking as if our future depends on
it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving
students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J.
Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe,
Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of
conceptual and procedural knowledge in mathematics learning and instruction
Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G.
Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve
problems by studying examples Tamara van Gog, Nikol Rummel and Alexander
Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be
used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan
Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of
reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a
learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and
education: connecting cognitive science research to language learning Gigi
Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D.
Wolf; 14. Multiple text comprehension Jean-François Rouet, M. Anne Britt
and Anna Potocki; 15. Interventions to promote reading for understanding:
current evidence and future directions Elizabeth A. Stevens and Sharon
Vaughn; Part IV. General Learning Strategies: 16. When does interleaving
practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17.
Correcting student errors and misconceptions Elizabeth J. Marsh and
Emmaline E. Drew; 18. How multimedia can improve learning and instruction
Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal
footing in the classroom: potential indirect effects of testing Mark A.
McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and
costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and
Soniya Gadgil; 21. Self-explaining: learning about principles and their
application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality
of student learning using distributed practice Melody Wiseheart, Carolina
E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa
Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted
learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and
Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy
Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration
and self-regulated learning: making the connections Douglas J. Hacker and
Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith
W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and
Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning
Philip H. Winne and Zahia Marzouk.
How cognitive psychology can inform evidence-based education reform: an
overview of The Cambridge Handbook of Cognition and Education John Dunlosky
and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences
can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery
in educational research Daniel H. Robinson and Joel R. Levin; Part II.
Science and Math: 3. Teaching critical thinking as if our future depends on
it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving
students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J.
Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe,
Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of
conceptual and procedural knowledge in mathematics learning and instruction
Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G.
Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve
problems by studying examples Tamara van Gog, Nikol Rummel and Alexander
Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be
used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan
Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of
reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a
learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and
education: connecting cognitive science research to language learning Gigi
Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D.
Wolf; 14. Multiple text comprehension Jean-François Rouet, M. Anne Britt
and Anna Potocki; 15. Interventions to promote reading for understanding:
current evidence and future directions Elizabeth A. Stevens and Sharon
Vaughn; Part IV. General Learning Strategies: 16. When does interleaving
practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17.
Correcting student errors and misconceptions Elizabeth J. Marsh and
Emmaline E. Drew; 18. How multimedia can improve learning and instruction
Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal
footing in the classroom: potential indirect effects of testing Mark A.
McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and
costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and
Soniya Gadgil; 21. Self-explaining: learning about principles and their
application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality
of student learning using distributed practice Melody Wiseheart, Carolina
E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa
Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted
learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and
Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy
Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration
and self-regulated learning: making the connections Douglas J. Hacker and
Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith
W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and
Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning
Philip H. Winne and Zahia Marzouk.
overview of The Cambridge Handbook of Cognition and Education John Dunlosky
and Katherine A. Rawson; Part I. Foundations: 1. How the learning sciences
can inform cognitive psychology Keith Sawyer and John Dunlosky; 2. Quackery
in educational research Daniel H. Robinson and Joel R. Levin; Part II.
Science and Math: 3. Teaching critical thinking as if our future depends on
it, because it does Diane F. Halpern and Heather A. Butler; 4. Improving
students' scientific thinking David Klahr, Corinne Zimmerman and Bryan J.
Matlen; 5. Spatial skills, reasoning, and mathematics Nora S. Newcombe,
Julie L. Booth and Elizabeth Gunderson; 6. Iterative development of
conceptual and procedural knowledge in mathematics learning and instruction
Bethany Rittle-Johnson; 7. Development of fraction understanding Pooja G.
Sidney, Clarissa A. Thompson and John E. Opfer; 8. Learning how to solve
problems by studying examples Tamara van Gog, Nikol Rummel and Alexander
Renkl; 9. Harnessing our hands to teach mathematics: how gesture can be
used as a teaching tool in the classroom Elizabeth M. Wakefield and Susan
Goldin-Meadow; Part III. Reading and Writing: 10. Fundamental components of
reading comprehension Anne E. Cook and Edward J. O'Brien; 11. Writing as a
learning activity Perry D. Klein and Aartje van Dijk; 12. Bilingualism and
education: connecting cognitive science research to language learning Gigi
Luk and Judith F. Kroll; 13. Note-taking Stephen T. Peverly and Amie D.
Wolf; 14. Multiple text comprehension Jean-François Rouet, M. Anne Britt
and Anna Potocki; 15. Interventions to promote reading for understanding:
current evidence and future directions Elizabeth A. Stevens and Sharon
Vaughn; Part IV. General Learning Strategies: 16. When does interleaving
practice improve learning? Paulo F. Carvalho and Robert L. Goldstone; 17.
Correcting student errors and misconceptions Elizabeth J. Marsh and
Emmaline E. Drew; 18. How multimedia can improve learning and instruction
Richard E. Mayer; 19. Multiple-choice and short-answer quizzing on equal
footing in the classroom: potential indirect effects of testing Mark A.
McDaniel and Jeri L. Little; 20. Collaborative learning: the benefits and
costs Timothy J. Nokes-Malach, Cristina D. Zepeda, Elizabeth Richey and
Soniya Gadgil; 21. Self-explaining: learning about principles and their
application Alexander Renkl and Alexander Eitel; 22. Enhancing the quality
of student learning using distributed practice Melody Wiseheart, Carolina
E. Küpper-Tetzel, Tina Weston, Alice S. N. Kim, Irina V. Kapler and Vanessa
Foot; Part V. Metacognition: 23. Self-regulation in computer-assisted
learning systems Roger Azevedo, Nicholas V. Mudrick, Michelle Taub and
Amanda E. Bradbury; 24. Improving students' metacomprehension accuracy
Thomas D. Griffin, Marta K. Mielicki and Jennifer Wiley; 25. Calibration
and self-regulated learning: making the connections Douglas J. Hacker and
Linda Bol; 26. Teachers' judgments of student learning of mathematics Keith
W. Thiede, Steven Oswalt, Jonathan L. Brendefur, Michele B. Carney and
Richard D. Osguthorpe; 27. Learning strategies and self-regulated learning
Philip H. Winne and Zahia Marzouk.