2nd Edition

Handbook of Research on Learning and Instruction

Edited By Richard E. Mayer, Patricia A. Alexander Copyright 2017
    596 Pages
    by Routledge

    596 Pages
    by Routledge

    During the past 30 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 second edition of the Handbook of Research on Learning and Instruction is intended to provide an overview of these research advances. With chapters written by leading researchers from around the world, this volume examines learning and instruction in a variety of learning environments including in classrooms and out of classrooms, and with a variety of learners including K-16 students and adult learners. Contributors to this volume demonstrate how and why educational practice should be guided by research evidence concerning what works in instruction. The Handbook is written at a level that is appropriate for graduate students, researchers, and practitioners interested in an evidence-based approach to learning and instruction.

    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 language, and physical education, as well as how people acquire the knowledge and processes required for critical thinking, studying, self-regulation, and motivation. The instruction section consists of chapters on effective instructional methods—feedback, examples, questioning, tutoring, visualizations, simulations, inquiry, discussion, collaboration, peer modeling, and adaptive instruction.

    Each chapter in this second edition of the Handbook has been thoroughly revised to integrate recent advances in the field of educational psychology. Two chapters have been added to reflect advances in both helping students develop learning strategies and using technology to individualize instruction. As with the first edition, this updated volume showcases the best research being done on learning and instruction by traversing a broad array of academic domains, learning constructs, and instructional methods.


    About the Editors





    1. Introduction to Research on Learning

    Richard E. Mayer and Patricia A. Alexander

    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, Joseph F. Wagner, and Rachel L. Beattie

    5. Learning Science

    Richard Hamilton and Richard Duschl

    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 R. Bonney and Robert J. Sternberg

    10. Learning to Study Strategically

    Daniel L. Dinsmore, Emily M. Grossnickle, and Denis Dumas

    11. Learning to Self-Monitor and Self-Regulate

    Marcel V. J. Veenman

    12. Learning with Motivation

    Hadley J. Solomon and Eric M. Anderman




    13. Introduction to Research on Instruction

    Patricia A. Alexander and Richard E. Mayer

    14. Instruction Based on Feedback

    John Hattie, Mark Gan, and Cameron Brooks

    15. Instruction Based on Examples

    Alexander Renkl

    16. Instruction Based on Self-Explanation

    Bethany Rittle-Johnson and Abbey M. Loehr

    17. Instruction Based on Peer Interaction

    Kathryn R. Wentzel and Deborah Watkins Edelman

    18. Instruction Based on Cooperative Learning

    Robert E. Slavin

    19. Instruction Based on Inquiry

    Sofie M. M. Loyens and Remy M. J. P. Rikers

    20. Instruction Based on Discussion

    P. Karen Murphy, Ian A. G., Wilkinson, Anna O. Soter and Carla M. Firetto

    21. Instruction Based on Tutoring

    Arthur C. Graesser, Vasile Rus, and Xiangen Hu

    22. Instruction Based on Visualizations

    Richard E. Mayer

    23. Instruction Based on Computer Simulations and Virtual Laboratories

    Ton de Jong

    24, Instruction Based on Adaptive Learning Technologies

    Vincent Aleven, Elizabeth A. McLaughlin, R. Amos Glenn, and Kenneth R. Koedinger

    Author Index

    Subject Index


    Richard E. Mayer is Distinguished Professor of Psychology at the University of California, Santa Barbara (UCSB), USA.

    Patricia A. Alexander is the Jean Mullan Professor of Literacy and Distinguished Scholar-Teacher in the Department of Human Development and Quantitative Methodology at the University of Maryland, USA.

    "Two of the world's leading researchers in the area of cognitive processes and instructional design, Richard E. Mayer and Patricia A. Alexander, have combined the work of the major figures in our discipline in this edited collection. The result is a brilliant compilation of what we know about the learning sciences. It should be essential reading by all with a serious interest in this area. I expect it to be a critical source for years to come."

    John Sweller, Emeritus Professor of Educational Psychology, School of Education, University of New South Wales, Australia

    "This is an extremely informative handbook of the research and theory on learning and instruction. The coverage is superb, the writing organized and accessible. Scholars, teachers, and advanced students will find this volume indispensable. You will be reaching again and again for this resource."

    Mark McDaniel, Co-Director of the Center for Integrative Research on Cognition, Learning, and Education (CIRCLE) and Professor, Department of Psychological and Brain Sciences, Washington University, USA