Additional Info:
A 300 page free-download e-book on the interplay between the science of learning, the science of instruction, and the science of assessment. Research on how people learn is applied to educational settings. The book is based on theory and research in cognitive psychology. (Excerpted from the Introduction.)

Table Of Content:
Acknowledgments and Dedication
About the Editors
Table of Contents
Introduction (Victor A. Benassi, Catherine E. Overson, and Christopher M. Hakala

Part 1: Science of Learning - Principles and Approaches
ch. 1 Prior Knowledge is More Than Content: Skills and Beliefs Also Impact Learning (Susan A. Ambrose and Marsha C. Lovett)
ch. 2 When and Why Introducing Difficulties and Errors Can Enhance Instruction (Courtney M. Clark and Robert A. Bjork)
ch. 3 Expertise Reversal Effect and Its Instructional Implications (Chee Ha Lee and Slava Kalyuga)
ch. 4 Using Feedback to Promote Learning (John A. C. Hattie and Gregory C. R. Yates)
ch. 5 Research-Based Principles for Designing Multimedia Instruction (Richard E. Mayer)
ch. 6 Generating Active Learning (Sharon Bertsch and Bryan Pesta)
ch. 7 Test-enhanced Learning (Mary A. Pyc, Pooja K. Agarwal, and Henry L Roediger, III)
ch. 8 Supporting Self-Explanation in the Classroom (Jennifer L. Chiu and Michelene T. H. Chi)
ch. 9 Potent Techniques to Improve Learning from Text (Khuyen Nguyen and Mark A. McDaniel)
ch. 10 Learning From Worked Examples: How to Prepare Students for Meaningful Problem Solving (Alexander Renkl)
ch. 11 Spacing and Interleaving of Study and Practice (Shana K. Carpenter)
ch. 12 How Accuracy in Students’ Self Perceptions Relates to Success in Learning (Joyce Ehrlinger and E. Ashley Shain)
ch. 13 Metacognition and Instruction (John Girash)
ch. 14 Operation ARA: A Serious Game that Combines Intelligent Tutoring and Learning Principles to Teach Science (Keith Millis, Arthur C. Graesser, Diane F. Halpern)

Part 2: Preparing Faculty to Apply Science of Learning
ch. 15 Assessing the Impact of Instructional Methods (Regan A. R. Gurung)
ch. 16 Applying the Science of Learning: The Cognition Toolbox (Victor A. Benassi, Elizabeth M. Tappin, Catherine E. Overson, Michael J. Lee, Edward J. O’Brien, Barbara Prudhomme White, Jennifer J. Stiegler-Balfour, and Christopher M. Hakala)
ch. 17 Applying Evidence-Based Principles of Learning to Teaching Practice: The Bridging the Gap Seminar (Debra Swoboda)
ch. 18 Helping Students to Get the Most Out of Studying (Stephen L. Chew)

Part 3: Putting the Science of Learning into Practice
ch. 19 The Effects of Memory Retrieval, Errors and Feedback on Learning (Nate Kornell and Janet Metcalfe)
ch. 20 Applying Multimedia Principles to Slide Shows for Academic Presentation (Catherine Overson)
ch. 21 Student misconceptions: Where do they come from and what can we do? (Annette K. Taylor and Patricia Kowalski)
ch. 22 Examining the Benefits of Cumulative Exams (Natalie K. Lawrence)
ch. 23 Intervening on Behalf of Low-Skilled Comprehenders in a University General Chemistry Course (Samuel Pazicni and Daniel T. Pyburn)
ch. 24 The Influence of Guiding Questions on Skilled- and Less-Skilled Readers’ Understanding of Written Discourse (Jennifer J. Stiegler-Balfour, Victor A. Benassi, Heather Tatsak, and Andrea Taatjes)