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3 references
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- Vol 4 RE: Chapter 11
- Vol 7 PE: App D
- Vol 7 RE: Chapter 7, App D
self-regulated learning traininghypermedia learningmental model changemetacognitive strategiesverbal protocolsconceptual understandingJournal article Evidence summaryAt a glance
Azevedo and Cromley tested whether explicit self-regulated learning training improves learning from hypermedia. They randomly assigned 131 undergraduates to a training or control condition before students used a hypermedia environment to learn about the circulatory system.
Key ideas
The intervention provided 30 minutes of instruction in specific, research-based regulatory processes; the control group received no such training. Pretests, posttests, and verbal protocols captured both conceptual change and learners' activity during study. Students who received training showed significantly greater shifts toward more sophisticated mental models. Their verbal protocols connected this advantage to use of the strategies taught in training.
Why it matters
The study demonstrates that learners do not necessarily regulate effectively merely because a digital environment permits flexible navigation. Brief, targeted instruction can change how students plan, monitor, and process information, with measurable effects on conceptual understanding.
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- Vol 1 TE: App A
- Vol 2 RE: Chapters 1, 2, 5, 6, 8, App A, App D
- Vol 2 TE: App B
- Vol 4 RE: Chapter 10
- Vol 4 TE: Chi, M. T. H. (2009). Active-constructive-interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105
- Vol 5 RE: Chapters 1, 3, 5, 7, 9
prior knowledgeconceptual understandingknowledge transfermetacognitionformative assessmentlearner-centered environmentsknowledge-centered environmentslearning communitiesBook Evidence summaryAt a glance
This National Research Council synthesis connects findings about cognition, development, neuroscience, and classroom learning. It describes expertise as organised, conceptually connected knowledge that supports recognition and transfer, not simply a larger store of facts.
Key ideas
Learners enter instruction with prior knowledge and beliefs that shape new understanding; teaching must therefore elicit and work with existing conceptions. Metacognitive approaches help students plan, monitor, and revise their learning. The book characterises effective environments as learner-centred, knowledge-centred, assessment-centred, and community-centred, with these dimensions designed coherently. It also examines children’s learning, brain development, teacher learning, and educational technology.
Why it matters
For educators, the synthesis supports building deep disciplinary structures, making thinking visible through formative assessment, cultivating metacognition, and designing supportive communities in which knowledge can be applied beyond the original lesson.
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- Vol 1 RE: Chapter 11
- Vol 4 RE: Chapter 1
- Vol 4 TE: App C
spiral curriculumdisciplinary structuresdevelopmentally appropriate representationdiscovery learningintuitive thinkingcurriculum sequencingconceptual understandingBook Evidence summaryAt a glance
Bruner's classic argument for curriculum reform proposes that the fundamental structure of any subject can be taught in an intellectually honest form at any stage of development when representation and support are appropriate.
Key ideas
Learning should organise facts around powerful principles so that knowledge becomes understandable, memorable, and transferable. A spiral curriculum revisits central ideas repeatedly, each time at a more complex or formal level, rather than treating topics as finished after one encounter. Bruner also examines intuitive thinking, motivation, readiness, and the role of teaching aids. The claim is not that every version of a topic suits every learner, but that curriculum designers can represent important ideas in developmentally accessible ways and progressively refine them.
Why it matters
For educators, the book supports identifying generative disciplinary concepts, sequencing repeated encounters, connecting new detail to prior structure, encouraging conjecture and discovery, and balancing intuitive insight with increasingly explicit analysis.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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