Applying the Science of Learning

by Richard E. Mayer

A concrete guide to the science of learning, instruction, and assessment written in a friendly tone and presented in a dynamic format. The underlying premise of Applying the Science of Learning is that educators can better help students learn if they understand the processes through which student learning takes place. In this clear and concise first edition text, educational psychology scholar Richard Mayer teaches readers how to apply the science of learning through understanding the reciprocal relationships between learning, instruction, and assessment. Utilizing the significant advances in scientific learning research over the last 25 years, this introductory text identifies the features of science of learning that are most relevant to education, explores the possible prescriptions of these findings for instructional methods, and highlights the essentials of evaluating instructional effectiveness through assessment. Applying the Science of Learning is also presented in an easy-to-read modular design and with a conversational tone ― making it particularly student-friendly, whether it is being used as a supplement to a core textbook or as a standalone course text.

Genres: Psychology, Education, Nonfiction

144 pages, Paperback

First published February 26, 2010

Reviews

[Erin McDonnell-Jones · Rating 2 out of 5]

This would be good for the graduate level, especially those planning to write a thesis or dissertation. Not really relevant for undergraduates, but there are some interesting passages for how we learn, especially learning in subject areas and motivation for learning.
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Positives = Science of Learning section had some interesting comments on motivation and learning in subject areas

Negatives = text appears to be geared more towards graduate students; lots of test reliability/validity discussion

[Alicia · Rating 5 out of 5]

I see important to say that this is not another book about mastering education which then does not meet the basic principles of instruction such us presenting the information in a well-organized way, briefly and with examples. Indeed, it is a really well-written introduction on learning, instruction and assessment, based on research and evidence, particularly interesting for those instructional designers who want to get to know what actually works best for people to learn.