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.
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