The Cambridge Handbook of Cognition and Education (Cambridge Handbooks in Psychology)

This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement. The Cambridge Handbook of Cognition and Education Copyright page Contents Figures Tables Contributors How Cognitive Psychology Can Inform Evidence-Based Education Reform An Overview of The Cambridge Handbook of Cognition and Education Part I - Foundations 1 - How the Learning Sciences Can Inform Cognitive Psychology 2 - Quackery in Educational Research Part II - Science and Math 3 - Teaching Critical Thinking as if Our Future Depends on It, Because It Does 4 - Improving Students’ Scientific Thinking 5 - Spatial Skills, Reasoning, and Mathematics 6 - Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction 7 - Development of Fraction Understanding 8 - Learning How to Solve Problems by Studying Examples 9 - Harnessing Our Hands to Teach Mathematics How Gesture Can Be Used as a Teaching Tool in the Classroom Part III - Reading and Writing 10 - Fundamental Components of Reading Comprehension 11 - Writing as a Learning Activity 12 - Bilingualism and EducationBridging Cognitive ScienceResearch to Language Learning 13 - Note-Taking 14 - Multiple-Text Comprehension 15 - Interventions to Promote Reading for Understanding Current Evidence and Future Directions Part IV - General Learning Strategies 16 - When Does Interleaving Practice Improve Learning? 17 - Correcting Student Errors and Misconceptions 18 - How Multimedia Can Improve Learning and Instruction 19 - Multiple-Choice and Short-Answer Quizzing on Equal Footing in the Classroom Potential Indirect Effects of Testing 20 - Collaborative Learning The Benefits and Costs 21 - Self-Explaining Learning About Principles and Their Application 22 - Enhancing the Quality of Student Learning Using Distributed Practice Part V - Metacognition 23 - Self-Regulation in Computer-Assisted Learning Systems 24 - Improving Students’ Metacomprehension Accuracy 25 - Calibration and Self-Regulated Learning Making the Connections 26 - Teachers’ Judgments of Student Learning of Mathematics 27 - Learning Strategies and Self-Regulated Learning Index Leading scientists reveal how to enhance instruction and student achievement across many domains, including science, mathematics, reading, and writing. Directed towards graduate students and seasoned scientists interested in education, it is also accessible to practitioners and students who are interested in improving learning and achievement.