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CONTENTS CHAPTER 1: Introduction to Learning and Instruction 1 Wild Boy, 2 Definitions and Overview, 4 How People Learn: A Cognitive Theory of Meaningful Learning, 9 How to Help People Learn: A Cognitive Model of Instruction, 14 The Challenge of Teaching for Meaningful Learning, 19 The Promise of Educational Psychology, 24 Chapter Summary, 26 SECTION I: Learning 29 CHAPTER 2: Learning to Read Fluently 30 The Problem of Reading a Word, 32 Recognizing Phonemes, 36 Decoding Words, 43 Decoding Words Fluently, 55 Accessing Word Meaning, 62 Chapter Summary, 69 CHAPTER 3: Learning to Read for Comprehension 72 The Problem of Comprehending a Passage, 74 Using Prior Knowledge, 80 Using Prose Structure, 87 Making Inferences, 95 Using Metacognitive Knowledge, 100 Chapter Summary, 110 CHAPTER 4: Learning to Write 112 The Problem of Writing a Composition, 114 Planning, 120 Translating, 125 Reviewing, 133 Chapter Summary, 144 CHAPTER 5: Learning Mathematics 146 What Do You Need to Know to Solve Math Problems? 148 Problem Translation, 152 Problem Integration, 157 Solution Planning and Monitoring, 169 Solution Execution, 179 Chapter Summary, 188 CHAPTER 6: Learning Science 190 The Intuitive Physics Problem, 192 Recognizing Anomalies: Discarding a Misconception, 194 Initiating Conceptual Change: Constructing a New Conception, 205 Developing Scientific Reasoning: Using a New Conception, 213 Building Scientific Expertise: Learning to Build and Use Scientific Knowledge, 226 Chapter Summary, 234 SECTION II: Instruction 237 CHAPTER 7: Teaching by Giving Productive Feedback 238 A Response Learning Task, 240 The Law of Effect, 242 How Do Classroom Management Techniques Affect Classroom Behavior? 246 How Do Rewards Affect Classroom Activities? 252 How Does Feedback Affect Response Learning? 256 How Does Feedback Affect Skill Learning? 261 How Does Deliberate Practice Affect Complex Skill Learning? 267 Chapter Summary, 271 CHAPTER 8: Teaching by Providing Concreteness, Activity, and Familiarity 274 The Parallelogram Problem, 276 Concrete Methods, 278 Discovery Methods, 287 Inductive Methods, 298 Chapter Summary, 303 CHAPTER 9: Teaching by Explaining Examples 306 Introduction, 308 Worked-Out Examples, 309 Case-Based Learning, 319 Chapter Summary, 323 CHAPTER 10: Teaching by Guiding Cognitive Processes During Learning 326 How to Improve a Textbook Lesson, 328 Cognitive Theory of Instruction, 329 Adjunct Questions, 332 Signaling, 338 Advance Organizers, 348 Chapter Summary, 358 CHAPTER 11: Teaching by Fostering Learning Strategies 360 How to Turn a Passive Learning Task into an Active Learning Task, 362 Mnemonic Strategies, 364 Structure Strategies, 370 Generative Strategies, 386 Chapter Summary, 395 CHAPTER 12: Teaching by Fostering Problem-Solving Strategies 398 Can Problem-Solving Skills BeTaught? 400 What Makes an Effective Problem-Solving Program? 401 Productive Thinking Program, 413 Instrumental Enrichment, 417 Project Intelligence, 421 The Case for Improving Problem-Solving Skills Instruction, 424 Chapter Summary, 426 CHAPTER 13: Teaching by Creating Cognitive Apprenticeship in Classrooms and Beyond 428 Introduction 430 Collaborative Methods, 440 Modeling Methods, 444 Personalization Methods, 450 Chapter Summary, 454 CHAPTER 14: Teaching by Priming Students¿ Motivation to Learn 456 Introduction, 458 Motivation Based on Interest, 461 Motivation Based on Self-Efficacy, 469 Motivation Based on Attributions, 475 Motivation Based on Goals, 481 Chapter Summary, 490 References 483 Credits 504 Author Index 508 Subject Index 511
Library of Congress Subject Headings for this publication:
Educational psychology.
Teaching.
Learning.