Full Description
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 looks at learning across in the classroom, and beyond into adulthood, drawing on how our ability to learn changes throughout the lifespan.
Full of examples, case studies and helpful definitions, the book offers a valuable guide to learning for educators working across all phases, showing that learning is more than remembering and that context and meaning are crucial for the development of knowledge.
Contents
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 & learning.
Chapter 12: Balancing minds, metacognition, and motivation.
Chapter 13: Designs for learning.
Chapter 14: Smarter learning.
