Learning and instruction:
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
Upper Saddle River, N.J. [u.a.]
Pearson Merrill Prentice Hall
2008
|
| Ausgabe: | 2. ed. |
| Schlagwörter: | |
| Links: | http://www.loc.gov/catdir/toc/ecip074/2006036284.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016300348&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Includes bibliographical references (p. 523-549) and index |
| Umfang: | XIII, 560 S. Ill., graph. Darst. |
| ISBN: | 9780131707719 013170771X |
Internformat
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| 100 | 1 | |a Mayer, Richard E. |d 1947- |e Verfasser |0 (DE-588)109529537 |4 aut | |
| 245 | 1 | 0 | |a Learning and instruction |c Richard E. Mayer |
| 250 | |a 2. ed. | ||
| 264 | 1 | |a Upper Saddle River, N.J. [u.a.] |b Pearson Merrill Prentice Hall |c 2008 | |
| 300 | |a XIII, 560 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. 523-549) and index | ||
| 650 | 4 | |a Educational psychology | |
| 650 | 4 | |a Teaching | |
| 650 | 4 | |a Learning | |
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Datensatz im Suchindex
| DE-BY-TUM_call_number | 2502 PSY 520 2009 A 7095(2) |
|---|---|
| DE-BY-TUM_katkey | 1702577 |
| DE-BY-TUM_location | 25 |
| DE-BY-TUM_media_number | 040090462618 |
| _version_ | 1821933725373431808 |
| adam_text | Contents
Chapter
1
Introduction to Learning
and Instruction
2
Wild Boy,
4
Definitions and Overview,
6
What Is Educational Psychology?
6 ·
What Is
Instruction?
7 ·
What Is Learning?
7
Three Approaches to Research on Learning and
instruction,
8
Behaviorist
Approach
9 ·
Cognitive
Approach
9 ·
Contextual Approach
10
Three Roads for Psychology in Education,
10
Phase
1 :
One-Way Street From Psychology to
Education
11 ·
Phase
2:
Dead-End Street for
Psychology in Education
12 ·
Phase
3:
Two-Way
Street Between Psychology and
Education
13
Three Metaphors of Learning,
13
Learning as Response Strengthening
14 ·
Learning as Knowledge Acquisition
15 ·
Learning as Knowledge Construction
15
How People Learn: A Cognitive Theory of Meaningful
Learning,
16
Three Principles of Learning
16 ·
Three Memory
Stores in Meaningful Learning
17 ·
Three
Cognitive Processes in Meaningful
Learning
18 ·
Five Kinds of Knowledge
19
How to Help People Learn: A Cognitive Model of
instruction,
2 /
Six Factors in the Teaching—Learning
Process
21 ·
Three Kinds of Learning
Outcomes
22 ·
Three Kinds of Cognitive
Load
24
The Challenge of Teaching for Transfer,
25
What Is Transfer?
25 ·
Historical Overview of
Teaching for Transfer
27
What Is the Promise of Educational
Psychology?
30
Evidence-Based Practice
30 ·
What Good Is
Educational Psychology?
31
Chapter Summary,
33
Section I
LEARNING
35
Chapter
2
Learning to Read Fluently
36
The Problem of Reading a Word,
38
What Cognitive Processes Are Involved in Reading a
Word?
38 ·
What Is Reading?
40 ·
A History of
Reading Research
40
Recognizing Phonemes,
41
What Is Phonological Awareness?
41 ·
Research
on Phonological Awareness
43 ·
Implications
for Instruction: Phonological Awareness
Training
45
Decoding Words,
49
What Is Decoding?
49 ·
The Great Debate
49 ·
Research on Decoding: Pronunciation
Strategy Effects
52 ·
Implications for Instruction:
Decoding Strategy Training
53
Decoding Words Fluently,
57
Research on Fluent Decoding: Automaticity
Effects
57 ·
Implications for Instruction:
Automaticity Training
60
Accessing Word Meaning,
63
What Is Meaning Access?
63 ·
Research
on Meaning Access: Context Effects
65 ·
Implications for Instruction: Vocabulary
Training
67
Chapter Summary,
72
Chapter
3
Learning to Read for Comprehension
74
The Problem of Comprehending a Passage,
76
What Is Effort After Meaning?
76 ·
What Is a
Schema?
79 ·
What Skills Are Needed for
Reading Comprehension?
80
Using Prior Knowledge,
82
What Is the Reader s Perspective?
82 ·
Research
on Differences in Readers Prior Knowledge
82 ·
IX
Implications for Instruction:
Providing Prior
Knowledge
85
Using Prose Structure,
89
Does the Reader Remember Important
Information?
89 ·
Research on Differences
in Children s Use of Prose Structure
90 ·
Implications for Instruction: Summarization
Training
96
Making Inferences, 1
0
1
What Is Inference Making?
101 ·
Research on
Inference Making
101 ·
Implications for
Instruction: Inference Training
104
Using Metacognitive Knowledge,
108
What Is Metacognitive Knowledge?
108 ·
Research on Differences in Metacognitive
Knowledge
109 ·
Implications for
Instruction: Comprehension Monitoring
Training
114
Chapter Summary, 11
7
Chapter
4
Learning to Write
120
The Problem of Writing a Composition,
122
The Storytelling Problem
122 ·
Three
Cognitive Processes in Writing
124
Planning,
128
What Is Planning?
128 ·
Research on
Planning
128 ·
Implications for Instruction:
Planning
131
Translating,
134
What Is Translating?
134 ·
Research on
Translating
134 ·
Implications for Instruction:
Translating 1
39
Reviewing,
143
What Is Reviewing?
143 ·
Research
on Reviewing
143 ·
Implications for Instruction:
Reviewing
147
Chapter Summary,
150
Chapter
5
Learning Mathematics
152
What Do You Need to Know to Solve Math
Problems?
154
Problem Translation,
158
What Is Problem Translation?
158 ·
Research on
Problem Translation
159 ·
Implications for
Instruction: Teaching Problem Translation
Skills
161
Problem Integration,
164
What Is Problem Integration?
164 ·
Research
on Problem Integration
166 ·
Implications
for Instruction: Teaching Problem Integration
Skills
173
Solution Planning and Monitoring,
179
What Is Solution Planning and
Monitoring?
179 ·
Devising a Solution
Plan
179 ·
Implications for Instruction:
Teaching for Planning
186
Solution Execution,
189
What Is Solution Execution?
189 ·
Research
on Solution Execution
190 ·
Implications
for Instruction: Teaching for Executing
198
Chapter Summary,
204
Chapter
6
Learning Science
206
The Intuitive Physics Problem,
208
Conceptual-Change Theory
210
Recognizing Anomalies: Discarding
a Misconception,
211
Theory: Knowledge as Description Versus
Explanation
211 ·
Research on Learners
Misconceptions of Physics
212 ·
Implications
for Instruction: Confronting Students
Misconceptions
217
Initiating Conceptual Change: Constructing a New
Conception,
223
Theory: Learning as Assimilation Versus
Accommodation
223 ·
Research on
Effective Analogical Models
225 ·
Implications
for Instruction: Promoting Conceptual
Change
227
Developing Scientific Reasoning: Using a New
Conception,
234
Theory: Scientific Reasoning as Hypothesis
Testing Versus Hypothesis Creation
234 ·
Research on Students Scientific Thinking
234 ·
Implications for Instruction: Teaching
Scientific Reasoning
241
Building Scientific Expertise: Learning to Build and Use
Scientific Knowledge,
246
Theory: Quantitative Versus Qualitative
Differences
246 ·
Research Comparing Novice
and Expert Physicists
247 ·
Implications
for Instruction: Fostering Scientific
Expertise
252
Chapter Summary,
254
X Contents
Section II
INSTRUCTION
257
Chapter
7
Teaching by Giving Productive Feedback
258
A Response Learning Task,
260
The Law of
Effeđ,
261
Thorndike s Theory
261 ·
Skinner s Theory
264 ·
Is Reward More Effective Than
Punishment?
265
How Do Classroom Management Techniques Affect
Classroom Behavior?
266
Classroom Management
266 ·
Behaviorist
Versus Cognitive Theories of Classroom
Management
266 ·
Research on Classroom
Management
266 ·
Implications of Research on
Classroom Management
273
How Do Rewards Affect Classroom Adivities?
273
Hidden Costs of Reward for Classroom Activities
273 ·
Behaviorist
Versus Cognitive Theories of
Reward
274 ·
Research on Hidden Costs of
Reward
274 ·
Implications of Research on the
Hidden Costs of Reward
277
How Does Feedback Affect Response Learning?
277
Response Learning in the Classroom
277 ·
Behaviorist
Versus Cognitive Theories of
Response Learning
277 ·
Research on Response
Learning
278 ·
Implications of Research on
Response Learning
280
How Does Feedback Affect Skill Learning?
28
1
Skill Learning in the Classroom
281 ·
Behaviorist
Versus Cognitive Theories of Skill Learning
281 ·
Research on Skill Learning
282 ·
Implications of Research on Skill Learning
284
How Does Deliberate Practice Affect Complex Skill
Learning?
285
Deliberate Practice in the Classroom and Beyond
285 ·
Behaviorist
Versus Cognitive Theories of
Deliberate Practice
285 ·
Research on
Deliberate Practice
286 ·
Implications of
Research on Deliberate Practice
289
Chapter Summary,
290
Concrete Methods,
295
Example of a Concrete Method
295 ·
Theory:
Mapping Concepts to Concrete Models
296 ·
Research and Development: Concrete
Manipulatives in Mathematics
297 ·
Implications
of Concrete Methods
300 ·
Computer
Applications: Computer Simulations in
Mathematics
301
Discovery Methods,
307
Example of Discovery Methods
307 ·
Theory:
The Joy of Discovery
307 ·
Research and
Development: Discovery of Rules
307 ·
Implications of Discovery Methods
310 ·
Computer Applications: Discovery in
Computer Programming
310
Inductive Methods,
3
1
9
Example of Inductive Methods
319·
Theory:
Assimilation to Existing Knowledge
319 ·
Research and Development: Induction of
Mathematical Principles
319 ·
Implications of
Inductive Methods
321 ·
Computer Applications:
Learning From Simulated Experiences
321
Chapter Summary,
324
Chapter
9
Teaching by Explaining Examples
326
Introduction,
328
Worked-Out Examples,
329
Worked-Out Examples Can Lead to Faster
Learning, Better Transfer, and Less Cognitive Load
330 ·
Providing Explanations of Each Step in
Work-Out Examples Can Improve Learning
334 ·
Asking Learners to Generate Explanations of Each
Step in a Worked-Out Example Can Improve
Learning
338 ·
Sequencing Worked-Out
Examples by Backward Fading Can Improve
Learning
340 ·
Asking Learners to Compare
Examples Can Improve Learning
341
Case-Based Learning,
344
Case-Based Learning in Teacher Education
345 ·
Case-Based Learning in Medical
Education
347
Chapter Summary,
349
Chapter
8
Teaching by Providing Concreteness, Activity,
and Familiarity
292
The Parallelogram Problem,
294
Chapter
10
Teaching by Guiding Cognitive Processes
During Learning
350
How to Improve a Textbook Lesson,
352
Contents XI
Cognitive Theory of
Instruđion,
353
What Is Structure Building?
353 ·
What Is a
Coherent Cognitive Structure?
354 ·
How to
Guide Structure Building During Learning
356
Adjunct Questions,
356
Example of Adjunct Questions
356 ·
Theory:
Adjunct Questions Guide the Process of Selerfing
357 ·
Research on Adjunct Questions
357 ·
Implications of Research on Adjunct Questions
364
Signaling,
365
Example of Signaling
365 ·
Theory: Signaling
Fosters the Process of Organizing
367 ·
Research
on Signaling
368 ·
Implications of Research on
Signaling
376
Advance Organizers,
377
Example of Advance Organizer
377 ·
Theory:
Advance Organizers Foster the Process of
Integrating
378 ·
Research on Advance
Organizers
379 ·
Implications of Research on
Advance Organizers
385
Chapter Summary,
386
What Makes an Effective Problem-Solving
Program?
43
1
What to Teach: One Ability Versus Many Cognitive
Skills
432 ·
Where Should Problem-Solving
Strategies Be Taught?
436 ·
How Should
Problem-Solving Skills Be Taught?
438 ·
When
Should Problem-Solving Strategies Be
Taught?
440 ·
Implications For Teaching
Problem Solving
442
Productive Thinking Program,
442
Background
442 ·
Description
443 ·
Evaluation
444
Instrumental Enrichment,
448
Background
448 ·
Description
449 ·
Evaluation
450
Projeđ
Intelligence,
45
1
Background
451 ·
Description
451 ·
Evaluation
453
The Case for Improving Problem-Solving Skills
Instruđion,
453
Chapter Summary,
456
Chapter
11
Teaching by Fostering Learning
Strategies
388
How to Turn a Passive Learning Task into an Active
Learning Task,
390
Mnemonic Strategies,
392
What Are Mnemonic Strategies?
392 ·
Theory:
How Do Mnemonic Strategies Work?
393 ·
Research: Do Mnemonic Strategies Work?
393 ·
Implications of Mnemonic Strategies
398
Struđure
Strategies,
398
What Are Structure Strategies?
398 ·
Theory: How
Do Structure Strategies Work?
399 ·
Research: Do
Structure Strategies Work?
399 ·
Implications of
Struđure
Strategies
412
Generative Strategies,
413
What Are Generative Strategies?
413 ·
Theory:
How Do Generative Strategies Work?
413 ·
Research: Do Generative Strategies Work?
414·
Implications of Generative Strategies
426
Chapter Summary,
426
Chapter
12
Teaching by Fostering Problem-Solving
Strategies
428
Can Problem-Solving Skills Be Taught?
430
Chapter
13
Teaching by Creating Cognitive
Apprenticeship in Classrooms
and Beyond
458
Introduction,
460
Learning In and Out of School
460 ·
The Case
for Cognitive Apprenticeship
461 ·
Cognitive
Apprenticeship in Educational Settings
464
Collaboration Methods,
465
Cooperative Learning
465 ·
Reciprocal Teaching
472 ·
Computer-Supported Collaborative
Learning
477
Modeling Methods,
478
Personalization Methods,
482
Visible Authors in Books
483 ·
Conversational
Style in
Tutorial
Lessons
484
Chapter Summary,
488
Chapter
14
Teaching by Priming Students Motivation
to Learn
490
Introduđion,
492
A Motivational Questionnaire
492 ·
The Roots
of Motivation
493 ·
Definition and
Background
494
xii
Contents
Motivation
Based on Interest,
496
REFERENCES
523
Interest Versus Effort
496 ·
Individual Interest
497 ·
Situational Interest
500
AUTHOR INDEX
551
Motivation Based on Self-Efficacy,
504
Motivation Based on Attributions,
510
SUBJECT INDEX
556
Motivation Based on Coal Orientation,
5
1
7
Chapter Summary,
52 7
NOTE: Every effort has been made to provide accurate and current Internet information in this book. However, the
Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses
listed in this textbook will change.
Contents
xiii
|
| any_adam_object | 1 |
| author | Mayer, Richard E. 1947- |
| author_GND | (DE-588)109529537 |
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| dewey-ones | 370 - Education |
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| dewey-search | 370.15/23 |
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| discipline | Pädagogik Psychologie |
| edition | 2. ed. |
| format | Book |
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| id | DE-604.BV023097576 |
| illustrated | Illustrated |
| indexdate | 2024-12-20T13:08:34Z |
| institution | BVB |
| isbn | 9780131707719 013170771X |
| language | English |
| lccn | 2006036284 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016300348 |
| oclc_num | 74965053 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG |
| owner_facet | DE-355 DE-BY-UBR DE-384 DE-91 DE-BY-TUM DE-473 DE-BY-UBG |
| physical | XIII, 560 S. Ill., graph. Darst. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | Pearson Merrill Prentice Hall |
| record_format | marc |
| spellingShingle | Mayer, Richard E. 1947- Learning and instruction Educational psychology Teaching Learning Lernpsychologie (DE-588)4074166-7 gnd Lerntheorie (DE-588)4114402-8 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtsmethode (DE-588)4078637-7 gnd |
| subject_GND | (DE-588)4074166-7 (DE-588)4114402-8 (DE-588)4044321-8 (DE-588)4062005-0 (DE-588)4078637-7 |
| title | Learning and instruction |
| title_auth | Learning and instruction |
| title_exact_search | Learning and instruction |
| title_full | Learning and instruction Richard E. Mayer |
| title_fullStr | Learning and instruction Richard E. Mayer |
| title_full_unstemmed | Learning and instruction Richard E. Mayer |
| title_short | Learning and instruction |
| title_sort | learning and instruction |
| topic | Educational psychology Teaching Learning Lernpsychologie (DE-588)4074166-7 gnd Lerntheorie (DE-588)4114402-8 gnd Pädagogische Psychologie (DE-588)4044321-8 gnd Unterricht (DE-588)4062005-0 gnd Unterrichtsmethode (DE-588)4078637-7 gnd |
| topic_facet | Educational psychology Teaching Learning Lernpsychologie Lerntheorie Pädagogische Psychologie Unterricht Unterrichtsmethode |
| url | http://www.loc.gov/catdir/toc/ecip074/2006036284.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016300348&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT mayerricharde learningandinstruction |
Inhaltsverzeichnis
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Teilbibliothek Sport- und Gesundheitswissenschaften
| Signatur: |
2502 PSY 520 2009 A 7095(2)
Lageplan |
|---|---|
| Exemplar 1 | Ausleihbar Am Standort |