ABSTRACT
This chapter examines the state of contemporary learning theory, emphasising research in human cognition, knowledge acquisition, and effective conditions for learning. Foundations for learning theory are provided by studies of the nature of memory, problem solving, characteristics of expertise, early foundations of competence, metacognitive processes and regulatory capabilities, and the cultural and situational basis of knowledge acquisition. Studies of learning are described in which scientists investigate complex performance in instructional environments. These research settings underscore the interactive relationship between the basic and applied sciences. Examples of theories of instructional design presented include: problem solving and the acquisition of proceduralised knowledge; learning with self-regulatory and knowledge-generating strategies; and communities for shared, distributed knowledge building. Finally, the chapter offers 10 generalisations for effective learning conditions that focus on the growth of knowledge structures and generative cognitive strategies.
