Learning and Instruction: Theory into Practice / Edition 6

by Margaret E. Gredler

Overview

This comprehensive text takes a models approach by presenting separate chapters on individual theorists and perspectives. Within this well-organized structure, Gredler offers meticulouly accurate coverage of contemporary learning theories and their application to educational practice–including issues of readiness, motivation, problem-solving, and the social context for learning. Key content include increased emphases on the contributions of neuroscience and of Vygotsky’s work.

Product Details

ISBN-13:	9780131591233
Publisher:	Pearson
Publication date:	08/29/2008
Series:	Pearson Custom Education Series
Edition description:	New Edition
Pages:	480
Product dimensions:	7.40(w) x 9.30(h) x 0.90(d)

Read an Excerpt

PREFACE:

Preface

Against the tapestry of changing educational and social events, theories of learning continue to address the complexities of human learning and cognitive development. Rapid popularity of a theory, typically followed by misinterpretations, is sometimes followed by corrected perceptions and, as the theory matures, a legacy of one or more major concepts that enter the mainstream of educational thought. New in this edition are current applications of classical conditioning and Gestalt psychology, new developments in contemporary theories, and similarities and differences between each theory and other perspectives. In addition, the concepts in Vygotsky's theory are clarified, particularly the role of the teacher and subject-matter learning in cognitive development.

I would like to thank the following individuals for their review of this edition: Kay W Allen, University of Central Florida; Michael Bloch, University of San Francisco; Michael T. Dealy, New York University; and Fernando Hernandez, California State University, Los Angeles. In addition, I would like to thank the reviewers of the previous edition, Joyce Alexander, Indiana University; Scott W Brown, University of Connecticut; and Michael J. Wavering, University of Arkansas–Fayetteville, for their helpful comments.

Margaret E. Gredler

Table of Contents

Chapter 1 Overview

What is the Role of Learning in Everyday Affairs?

What are the Pre-Theoretical Attempts to Explain Learning?

What are the Criteria for Learning Theory?

What are the Functions of Learning Theory?

How Have Changes in Society and Other Events Influenced the Development of Learning Theory?

What is the Philosophy Referred to as Constructivism?

What is Educational Constructivism?

How Does This Text Present Knowledge About Learning?

Chapter 2 Early Learning Theories

Classical Conditioning and Connectionism

Chapter 3 The Human Brain

Organization and Development

Cognitive and Educational Issues

Cognitive Neuroscience and Learning

Chapter 4 B.F. Skinner's Operant Conditioning

Principles of Learning

Principles of Instruction

Educational Applications

Review of the Theory

Chapter 5 Robert Gagne's Conditions of Learning

Principles of Learning

Principles of Instruction

Educational Applications

Review of the Theory

Chapter 6 Cognitive Perspectives: I. The Processing of Information

Principles of Learning

Principles of Instruction

Educational Applications

Review of the Theory

Chapter 7 Cognitive Perspectives II. Metacognition and Problem Solving

The Nature of Complex Learning

Principles of Instruction

Educational Applications

Chapter 8 Jean Piaget's Cognitive-Development Theory

Principles of Cognitive Development

Principles of Instruction

Educational Applications

Review of the Theory

Chapter 9 Lev S. Vygotsky's Theory of Psychological Development

Principles of Psychological Development

Principles of Instruction

Educational Applications

Review of the Theory

Chapter 10 Albert Bandura's Social-Cognitive Theory

Principles of Learning

Principles of Instruction

Educational Applications

Review of the Theory

Chapter 11 Cognitive Models and a Theory of Motivation

Principles of Motivation

Principles of Instruction

Developing Programs for Motivational Change

Educational Applications

Epilogue

Preface

PREFACE:

Preface

Against the tapestry of changing educational and social events, theories of learning continue to address the complexities of human learning and cognitive development. Rapid popularity of a theory, typically followed by misinterpretations, is sometimes followed by corrected perceptions and, as the theory matures, a legacy of one or more major concepts that enter the mainstream of educational thought. New in this edition are current applications of classical conditioning and Gestalt psychology, new developments in contemporary theories, and similarities and differences between each theory and other perspectives. In addition, the concepts in Vygotsky's theory are clarified, particularly the role of the teacher and subject-matter learning in cognitive development.

I would like to thank the following individuals for their review of this edition: Kay W Allen, University of Central Florida; Michael Bloch, University of San Francisco; Michael T. Dealy, New York University; and Fernando Hernandez, California State University, Los Angeles. In addition, I would like to thank the reviewers of the previous edition, Joyce Alexander, Indiana University; Scott W Brown, University of Connecticut; and Michael J. Wavering, University of Arkansas–Fayetteville, for their helpful comments.

Margaret E. Gredler