ABSTRACT

Over recent years the field of Science of Learning has increased dramatically. Unfortunately, despite claims that this work will greatly impact education, very little research makes it into teacher practice. Although the reasons for this are varied, a primary concern is the lack of a proper translation framework.

From the Laboratory to the Classroom aims to consolidate information from many different research disciplines and correlate learning principles with known classroom practices in order to establish explanatory foundations for successful strategies that can be implemented into the classroom. It combines theoretical research with the diverse and dynamic classroom environment to deliver original, effective and specific teaching and learning strategies and address questions concerning what possible mechanisms are at play as people learn. Divided into five sections, chapters cover:

  • A Framework for Organizing and Translating Science of Learning Research
  • Motivation and Attention as Foundations for Student Learning
  • Memory and Metamemory Considerations in the Instruction of Human Beings
  • Science of Learning in Digital Learning Environments
  • Educational Approaches for Students Experiencing Learning Difficulties and Developmental Characteristics of Gifted Children
  • Brain, Behaviour and Classroom Practice
  • Forging Research/Practice Relationships via Laboratory Schools

This fascinating text gathers an international team of expert scientists, teachers, and administrators to present a coherent framework for the vital translation of laboratory research for educational practice. Applying the Science of Learning framework to a number of different educational domains, it will be an essential guide for any student or researcher in education, educational psychology, neuropsychology, educational technology and the emergent field of neuroeducation.

chapter |4 pages

Introduction

ByJared Cooney Horvath, Jason M. Lodge, John Hattie

part |34 pages

The How and Why of Science of Learning

chapter |12 pages

A Framework for Organizing and Translating Science of Learning Research

ByJared Cooney Horvath, Jason M. Lodge

chapter |18 pages

Teaching for Good Work, Teaching as Good Work

ByAmelia Peterson, Daniel Mucinskas, Howard Gardner

part |89 pages

Domain-General Issues and Classroom Strategies

chapter |14 pages

Motivation and Attention as Foundations for Student Learning

ByDeirdre C. Greer

chapter |14 pages

Memory and Metamemory Considerations in the Instruction of Human Beings Revisited

Implications for Optimizing Online Learning
ByVeronica X. Yan, Courtney M. Clark, Robert A. Bjork

chapter |12 pages

The Benefits of Interleaved Practice for Learning

BySean H. K. Kang

chapter |23 pages

Improving Student Learning

Two Strategies to Make It Stick
ByAdam L. Putnam, John F. Nestojko, Henry L. Roediger

chapter |10 pages

Science of Learning and Digital Learning Environments

ByJason M. Lodge, Jared Cooney Horvath

part |69 pages

Domain-Specific Issues and Classroom Strategies

chapter |13 pages

Aligning Neuroscience Findings with Socio-Cultural Perspectives on Learning in Science

ByGeorge Aranda, Russell Tytler

chapter |13 pages

Supporting Students' Learning with Multiple Visual Representations

ByMartina A. Rau

chapter |17 pages

Investigating Dyscalculia

A Science of Learning Perspective
ByBrian Butterworth, Diana Laurillard

chapter |15 pages

Learning to Read

The Science of Reading in the Classroom
ByDonna Coch

part |32 pages

Special Student Groups

chapter |12 pages

Developmental Characteristics of Gifted Children

Educational Approaches
ByEvie Malaia, Vicki K. Hinesley, Elena Egorova

chapter |16 pages

Educational Approaches for Students Experiencing Learning Difficulties

ByAnne Bellert, Lorraine Graham

part |45 pages

Looking Ahead—The Future of Educational Research

chapter |18 pages

Neuroscience Research and Classroom Practice

ByPaul Howard-Jones, Wayne Holmes

chapter |17 pages

Laboratory Schools

Bridging Theory, Research, and Practice to Improve Education
BySharon M. Carver, Wendell McConnaha, Richard Messina, Elizabeth Morley, Yingmin Wang