Applying Cognitive Science to Education
Many students find it difficult to learn the kinds of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching efforts with a good knowledge of their field of expertise but little awareness of the underlying thought processes and kinds of knowledge required for learning in scientific domains. In this book, Frederick Reif presents an accessible coherent introduction to some of the cognitive issues important for thinking and learning in scientific or other complex domains (such as mathematics, physics, chemistry, engineering, or expository writing).
Reif, whose experience teaching physics at the University of California led him to explore the relevance of cognitive science to education, examines with some care the kinds of knowledge and thought processes needed for good performance; discusses the difficulties faced by students trying to deal with unfamiliar scientific domains; describes some explicit teaching methods that can help students learn the requisite knowledge and thinking skills; and indicates how such methods can be implemented by instructors or textbook authors.
Writing from a practically applied rather than predominantly theoretical perspective, Reif shows how findings from recent research in cognitive science can be applied to education. He discusses cognitive issues related to the kinds of knowledge and thinking skills that are needed for science or mathematics courses in high schools or colleges and that are essential prerequisites for more advanced intellectual performance. In particular, he argues that a better understanding of the underlying cognitive mechanisms should help to achieve a more scientific approach to science education.
About the Author
Frederick Reif is Emeritus Professor of Physics and Education at Carnegie Mellon University and the University of California, Berkeley.
"An excellent example of the contributions that scientists, provided they are willing to cross some disciplinary boundaries, can make to solving important real-life problems.... a veritable gold mine for all those who teach physics or mathematics at high-school or college level. They will find introductory questions for activating students' prior knowledge about standard curricular content as well as stimulating ideas for engaging students in meaningful activities, e.g., through reciprocal teaching or written self-explanations. However, the book's merits go far beyond practical advice. A broad range of academics will find Applying Cognitive Science to Education intellectually stimulating.", Elsbeth Stern, Science
“Challenging. Illuminating. Rewarding. A masterpiece of organization and clarity a privilege to read.” — Joe R. Clopton, American Biology Teacher
"In this book, Frederick Reif has created a rich and practical synthesis ofknowledge about thinking, with fascinating examples and implications forteaching. Like much of his earlier work, this is a 'must read' both forserious educational scholars and for anyone interested in learning how toteach science and math more effectively."
—Edward F. (Joe) Redish, University of Maryland
"This book provides a wonderful overview and introduction to the importantrole that cognitive science can play in improving science educationgenerally and physics education specifically. It would be extremely usefulfor all physics professors and teachers and could be used as a text forphysics education research courses for physics graduate students."
—Alan Van Heuvelen, Department of Physics and Astronomy, Rutgers University
"This book offers a comprehensive framework for reasoning systematicallyabout the complex issues of thinking, learning, and teaching. Throughthought-provoking examples, Reif illustrates how this framework can beapplied in science and math education, in engineering education, in reading,and even in everyday performance. This is a significant contributiontoward bridging the gap between learning and teaching, a problem thatchallenges educators all over the world."
—Bat-Sheva Eylon, Department of Science Teaching, Weizmann Institute ofScience