Promoting Spontaneous Use of Learning and Reasoning Strategies
Theory, Research, and Practice for Effective Transfer
In this book, scholars from around the world develop viable answers to the question of how it may be possible to promote students’ spontaneity in the use of learning and reasoning strategies. They combine their expertise to put forward new theories and models for understanding the underlying mechanisms; provide details of new research to address pertinent questions and problems; and describe classroom practices that have proven successful in promoting spontaneous strategy use. This book is a must for educators and researchers who truly care that schooling should cultivate learning and reasoning strategies in students that would prepare and serve them for life.
A seminal resource, this book will address the basic problem that many educators are well acquainted with: that students can learn how to effectively use learning and reasoning strategies but not use them of their own volition or in settings other than the one in which they learned the strategies.
Table of Contents
Introduction (Emmanuel Manalo, Yuri Uesaka, & Clark Chinn)
Part 1: Theory section
1. Eliciting and Building upon Student-Generated Solutions: Evidence from Productive Failure (Manu Kapur, Ngan Hoe Lee, & June Lee)
2. Promoting Learners’ Spontaneous Use of Effective Questioning: Integrating Research Findings Inside and Outside of Japan (Yoshinori Oyama)
3. Learning from multiple documents: How can we foster multiple document literacy skills in a sustainable way? (Mark Stadtler, Rainer Bromme, & Jean-Francois Rouet)
4. How to Address Student’s Lack of Spontaneity in Diagram Use: Eliciting Educational Principles for the Promotion of Spontaneous Learning Strategy Use in General (Yuri Uesaka & Emmanuel Manalo)
5. Obstacles to the Spontaneous Use of Learning Strategies (and Some Approaches to Overcome Them) (Christof Wecker & Andreas Hetmanek)
Part 2: Research section
6. Second Language Vocabulary Learning: Are Students Cognitive Misers and, If So, Why? (Emmanuel Manalo & Marcus Henning)
7. The Effect of Teaching Styles on Students’ Learning Strategy Use and Interest in Studying Science (Etsuko Tanaka)
8. Effects of Students’ Perceptions of Test Value and Motivation for Learning on Learning Strategy Use in Mathematics (Masayuki Suzuki & Yuan Sun)
9. Applying Metacognition Theory to the Classroom: Decreasing Illusion of Knowing to Promote Learning Strategy Use (Tatsushi Fukaya)
10. Preparatory Learning Behaviors for English as a Second Language Learning: The Effects of Teachers’ Teaching Behaviors During Classroom Lessons (Keita Shinogaya)
11. Developing Regulation Strategies through Computer-Supported Knowledge Building among Tertiary Students (Chunlin Lei & Carol Chan)
Part 3: Practice section
12. Three Approaches to Promoting Spontaneous Use of Learning Strategies: Bridging the Gap Between Research and School Practices (Shin’ichi Ichikawa, Yuri Uesaka, & Emmanuel Manalo)
13. Coding Dosage of Teachers’ Implementation of Activities Using ICAP: A Video Analysis (Glenda S. Stump, Na Li, Seokmin Kang, David Yaghmourian, Dongchen Xu, Joshua Adams, Katherine L. McEldoon, Matthew Lancaster, and Michelene T. H. Chi)
14. Development and Improvement of a Learning Strategy Use Enhancement Program: Use of Lesson Induction and Elaboration Strategies (Mikiko Seo, Mengting Wang, Takeshi Ishizaki, Yuri Uesaka, & Shin’ichi Ichikawa)
15. Epistemic Design: Design to Promote Transferable Epistemic Growth in the PRACCIS Project (Clark Chinn, Ravit Golan Duncan, & Ronald Rinehart)
16. Exploring the scope and boundaries of inquiry strategies: What do young learners generalize from inquiry-based life science learning? (Ala Samarapungavan, Jamison Wills, & Lynn Bryan)
17. PMC2E: Conceptual Representations to Promote Transfer (Cindy Hmelo-Silver, Rebecca Jordan, Suparna Sinha, Yawen Yu, & Catherine Eberbach)
18. Dude, Don’t Start Without Me! Fostering Engagement with Others’ Mathematical Ideas (Noreen M. Webb, Megan L. Franke, Nicholas C. Johnson, Angela C. Turrou, and Marsha Ing)
19. Supporting Teacher Use of Talk Moves During Inquiry Dialogue (Alina Reznitskaya, Ian A. G. Wilkinson, & Joseph Oyler)
Conclusion (Emmanuel Manalo, Yuri Uesaka, & Clark Chinn)
Emmanuel Manalo is a professor at the Graduate School of Education at Kyoto University, Japan.
Yuri Uesaka is an assistant professor in the Division of Educational Psychology at the Graduate School of Education at the University of Tokyo, Japan.
Clark Chinn is a professor in the Department of Educational Psychology at Rutgers University, USA.
'This book addresses the critical issue of how to promote students’ use of effective learning strategies. The chapters provide strong theoretical and empirical support for applications drawn from international settings. Researchers and practitioners alike will benefit from the comprehensive coverage of this topic.' - Dale H. Schunk, The University of North Carolina, USA
'“… the search for information is a complex task that places high demand on content-related prior knowledge, self-regulatory skills, working memory capacity, and basal reading skills.” (Stadler et. al., P.48)
As illustrated in this one sentence, chapter after chapter of this important book gives the lie to populist strategy of posing a binary opposition between content knowledge and “21st century” skills or capabilities. The strong and necessary role of knowledge in capability development is clearly exemplified and theorised. The book is an invaluable source for teacher educators and teachers who want their students’ new knowledge and skills to endure—and be used—well beyond the next test or exam.' - Rosemary Hipkins, Chief researcher, New Zealand Council for Educational Research
"This book is particularly aimed at teachers and researchers who truly care that schooling should cultivate learning and reasoning strategies in students that would be helpful to them not only in school but for the rest of their lives." - UESAKA Yuri, UTokyo Biblio Plaza