What does cognitive psychology really tell us about how people learn - and why does it matter for both teachers and learners?
This book offers a deep dive into more than half a century of research into learning, examining evidence from psychology and neuroscience to help educators and learners create more effective and efficient methods of teaching and learning.
Drawing on behavioural, social, and cognitive aspects of learning, as well as recent developments in cognitive neuroscience and instructional design, this book offers a clear, accessible, yet critical look at the science of learning, grounded in cognitive psychology and written with educators in mind. It explores how learning happens, what helps it stick, and why it so often goes wrong. It examines learning in the classroom and into adulthood, highlighting how our ability to learn changes throughout the lifespan.
Full of examples, case studies, and helpful definitions, this book offers a valuable guide to learning for educators working across all phases. It shows that learning is more than remembering, and that context and meaning are crucial for the development of knowledge.
Sprache
Verlagsort
Verlagsgruppe
Zielgruppe
Für höhere Schule und Studium
Für Beruf und Forschung
Professional Practice & Development and Undergraduate Core
Illustrationen
1 s/w Tabelle, 9 s/w Zeichnungen, 9 s/w Abbildungen
1 Tables, black and white; 9 Line drawings, black and white; 9 Illustrations, black and white
Maße
Höhe: 246 mm
Breite: 174 mm
ISBN-13
978-1-041-04779-7 (9781041047797)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Klassifikation
Marc Smith is a chartered psychologist, Associate Fellow of the British Psychological Society, freelance writer, and former secondary school teacher. He is the author of The Emotional Learner, Becoming Buoyant, and Psychology in the Classroom (with Jonathan Firth).
Autor*in
Independent Education Consultant, UK
Introduction: towards a new science of learning.
Chapter 1: Remembering, knowing, and understanding.
Chapter 2: Wired to learn.
Chapter 3: From salivating dogs to the new science of learning.
Chapter 4: How memory works.
Chapter 5: Why we struggle to remember.
Chapter 6: Context matters.
Chapter 7: How the brain constructs knowledge.
Chapter 8: Knowledge is power (just not always).
Chapter 9: Why learning should be hard (but not too hard).
Chapter 10: Routes to remembering.
Chapter 11: The forgotten variable: emotions and learning.
Chapter 12: Balancing minds, metacognition, and motivation.
Chapter 13: Designs for learning.
Chapter 14: Smarter learning.
