Handbook of learning from multiple representations and perspectives /
Handbook of learning from multiple representations and perspectives /
edited by Peggy N. Van Meter, Alexandra List, Doug Lombardi, Panayiota Kendeou.
- New York, NY : Routledge, 2020.
- 1 online resource (xix, 601 p.) : ill.
- Educational psychology handbook series. .
- Educational psychology handbook series. OAPEN Library .
Includes bibliographical references and index.
Loggers and conservationists : navigating the multiple resource forest through the trees / Alexandra List, Peggy Van Meter, Panayiota Kendeou, Doug Lombardi. Section 1: Learning from Multiple Representations -- Cognitive and socio-cultural theories on competencies and practices involved in learning with multiple external representations / Use of multiple representations by experts and novices / Cognitive processes underlying learning from multiple representations / Learning from multiple representations : roles of task interventions and individual differences / Interventions to support learning from multiple external representations / Learning by construction of multiple representations / Problem solving in mathematics with multiple representations / Martina A. Rau -- Robert B. Kozma -- Anne Schüler -- Jennifer Cromley -- Peggy Van Meter, Nicholas Stepanik -- Shaaron Ainsworth, Russell Tytler, Vaughan Prain -- Despina A. Stylianou. Section 2: Learning from Multiple Perspectives -- Beyond trustworthiness : comprehending multiple source perspectives / On the roles of dispositions and beliefs in learning from multiple perspectives / Knowledge as perspective : from domain perspective learning to interdisciplinary understanding / Processes and products of encountering belief-related information / The role of cognitive conflict in understanding and learning from multiple perspectives / Learning from multiple complementary perspectives : a systematic review / Learning from multiple perspectives : processes and strategies associated with reading dual-position texts / The role of validation in integrating multiple perspectives / Students' perspectives learning in a disciplinary multisource task environment / Sarit Barzilai, Michael Weinstock -- Ivar Bråten, Helge I. Strømsø -- Alexandra List -- Matthew T. McCrudden -- Jason L.G. Braasch, Lisa Scharrer -- Carla M. Firetto -- Catherine M. Bohn-Gettler -- Tobias Richter, Hannes Münchow, Johanna Abendroth -- Byeong-Young Cho, Linda Kucan, Emily Rainey. Section 3: Theoretical Viewpoints on the Integration of Multiple Representations and Multiple Perspectives -- The roles of executive functions in learning from multiple representations and perspectives / Putting self-regulated learning and metacognition into multiple representations and perspectives / Values, attitudes, and beliefs : cognitive filters shaping integration of multiple representations and multiple perspectives / Motivation and the processing of multiple inputs / Emotions and learning from multiple representations and perspectives / Relational reasoning : the bedrock of integration within and across multiple representations, documents, and perspectives / Using critical thinking frameworks to understand integration of multiple inputs / D. Jake Follmer, Rayne A. Sperling -- Courtney A. Denton, Krista R. Muis, Brendan Munzar, Nesma Etoubashi -- Doug Lombardi, Benjamin C. Heddy, Ananya M. Matewos -- David B. Miele, Timothy J. Nokes-Malach, Sidney May -- Reinhard Pekrun, Kristina Loderer -- Patricia A. Alexander, the Disciplined Reading and Learning Research Laboratory -- Brain M. Cartiff, Jeffrey A. Greene. Section 4: Challenges and Solutions -- Assessing and modifying knowledge : facts vs. constellations / The challenge of misinformation and ways to reduce its impact / The challenge of fake news : intellectual survival in the context of multiple representations and perspectives / The need for personalized learning and the potential of intelligent tutoring systems / Representational affordances for collaborative learning in technology-enhanced environments / The challenge of measuring processes and outcomes while learning from multiple representations with advanced learning technologies / The multiple resources learning framework : learning from multiple representations and multiple perspectives / David N. Rapp, Amalia M. Donovan, Nikita A. Salovich -- Jasmyne A. Sanderson, Ullrich K.H. Ecker -- Panayiota Kendeou, Rina Harsch, Reese Butterfuss, Joseph Aubele, Jasmine Kim -- Brent Morgan, A. Marie Hogan, Andrew J. Hampton, Anne M. Lippert, Arthur C. Graesser -- Bodong Chen, Feng Lin -- Roger Azevedo, Michelle Taub -- Peggy Van Meter, Alexandra List, Doug Lambardi, Panayiota Kendeou.
"In and out of formal schooling, online and off, today's learners must consume and integrate a level of information that is exponentially larger and delivered through a wider range of formats and viewpoints than ever before. Handbook of Learning from Multiple Representations and Perspectives provides a path for understanding the cognitive, motivational, and socioemotional processes and skills necessary for learners across educational contexts to make sense of and utilize information sourced from varying inputs. Uniting research and theory from education, psychology, literacy, library sciences, media and technology, and more, this forward-thinking volume explores the common concerns, shared challenges, and thematic patterns in our capacity to make meaning in an information-rich society"--
PeggyVan Meter is Associate Professor of Education and Director of Undergraduate and Graduate Studies in the Department of Educational Psychology, Counseling, and Special Education at the Pennsylvania State University, USA. Alexandra List is Assistant Professor of Educationin the Department of Educational Psychology, Counseling, and Special Education at the Pennsylvania State University, USA. Doug Lombardi is Associate Professor in the Department of Human Development and Quantitative Methodology at the University of Maryland, USA. PanayiotaKendeou is Professor in the Department of Educational Psychology, Guy Bond Endowed Chair in Reading, and Director of Graduate Studiesat the University of Minnesota, USA.
9780429443961 042944396X 9780429813665 042981366X 0429813651 9780429813641 0429813643 9780429813658
2019046149
Cognitive learning.
Kognitivno učenje.
Knowledge representation (Information theory)
Perspective (Linguistics)
Human information processing.
Focus (Linguistics)
LB1062 / .H249 2020
OAB370.15/23
Includes bibliographical references and index.
Loggers and conservationists : navigating the multiple resource forest through the trees / Alexandra List, Peggy Van Meter, Panayiota Kendeou, Doug Lombardi. Section 1: Learning from Multiple Representations -- Cognitive and socio-cultural theories on competencies and practices involved in learning with multiple external representations / Use of multiple representations by experts and novices / Cognitive processes underlying learning from multiple representations / Learning from multiple representations : roles of task interventions and individual differences / Interventions to support learning from multiple external representations / Learning by construction of multiple representations / Problem solving in mathematics with multiple representations / Martina A. Rau -- Robert B. Kozma -- Anne Schüler -- Jennifer Cromley -- Peggy Van Meter, Nicholas Stepanik -- Shaaron Ainsworth, Russell Tytler, Vaughan Prain -- Despina A. Stylianou. Section 2: Learning from Multiple Perspectives -- Beyond trustworthiness : comprehending multiple source perspectives / On the roles of dispositions and beliefs in learning from multiple perspectives / Knowledge as perspective : from domain perspective learning to interdisciplinary understanding / Processes and products of encountering belief-related information / The role of cognitive conflict in understanding and learning from multiple perspectives / Learning from multiple complementary perspectives : a systematic review / Learning from multiple perspectives : processes and strategies associated with reading dual-position texts / The role of validation in integrating multiple perspectives / Students' perspectives learning in a disciplinary multisource task environment / Sarit Barzilai, Michael Weinstock -- Ivar Bråten, Helge I. Strømsø -- Alexandra List -- Matthew T. McCrudden -- Jason L.G. Braasch, Lisa Scharrer -- Carla M. Firetto -- Catherine M. Bohn-Gettler -- Tobias Richter, Hannes Münchow, Johanna Abendroth -- Byeong-Young Cho, Linda Kucan, Emily Rainey. Section 3: Theoretical Viewpoints on the Integration of Multiple Representations and Multiple Perspectives -- The roles of executive functions in learning from multiple representations and perspectives / Putting self-regulated learning and metacognition into multiple representations and perspectives / Values, attitudes, and beliefs : cognitive filters shaping integration of multiple representations and multiple perspectives / Motivation and the processing of multiple inputs / Emotions and learning from multiple representations and perspectives / Relational reasoning : the bedrock of integration within and across multiple representations, documents, and perspectives / Using critical thinking frameworks to understand integration of multiple inputs / D. Jake Follmer, Rayne A. Sperling -- Courtney A. Denton, Krista R. Muis, Brendan Munzar, Nesma Etoubashi -- Doug Lombardi, Benjamin C. Heddy, Ananya M. Matewos -- David B. Miele, Timothy J. Nokes-Malach, Sidney May -- Reinhard Pekrun, Kristina Loderer -- Patricia A. Alexander, the Disciplined Reading and Learning Research Laboratory -- Brain M. Cartiff, Jeffrey A. Greene. Section 4: Challenges and Solutions -- Assessing and modifying knowledge : facts vs. constellations / The challenge of misinformation and ways to reduce its impact / The challenge of fake news : intellectual survival in the context of multiple representations and perspectives / The need for personalized learning and the potential of intelligent tutoring systems / Representational affordances for collaborative learning in technology-enhanced environments / The challenge of measuring processes and outcomes while learning from multiple representations with advanced learning technologies / The multiple resources learning framework : learning from multiple representations and multiple perspectives / David N. Rapp, Amalia M. Donovan, Nikita A. Salovich -- Jasmyne A. Sanderson, Ullrich K.H. Ecker -- Panayiota Kendeou, Rina Harsch, Reese Butterfuss, Joseph Aubele, Jasmine Kim -- Brent Morgan, A. Marie Hogan, Andrew J. Hampton, Anne M. Lippert, Arthur C. Graesser -- Bodong Chen, Feng Lin -- Roger Azevedo, Michelle Taub -- Peggy Van Meter, Alexandra List, Doug Lambardi, Panayiota Kendeou.
"In and out of formal schooling, online and off, today's learners must consume and integrate a level of information that is exponentially larger and delivered through a wider range of formats and viewpoints than ever before. Handbook of Learning from Multiple Representations and Perspectives provides a path for understanding the cognitive, motivational, and socioemotional processes and skills necessary for learners across educational contexts to make sense of and utilize information sourced from varying inputs. Uniting research and theory from education, psychology, literacy, library sciences, media and technology, and more, this forward-thinking volume explores the common concerns, shared challenges, and thematic patterns in our capacity to make meaning in an information-rich society"--
PeggyVan Meter is Associate Professor of Education and Director of Undergraduate and Graduate Studies in the Department of Educational Psychology, Counseling, and Special Education at the Pennsylvania State University, USA. Alexandra List is Assistant Professor of Educationin the Department of Educational Psychology, Counseling, and Special Education at the Pennsylvania State University, USA. Doug Lombardi is Associate Professor in the Department of Human Development and Quantitative Methodology at the University of Maryland, USA. PanayiotaKendeou is Professor in the Department of Educational Psychology, Guy Bond Endowed Chair in Reading, and Director of Graduate Studiesat the University of Minnesota, USA.
9780429443961 042944396X 9780429813665 042981366X 0429813651 9780429813641 0429813643 9780429813658
2019046149
Cognitive learning.
Kognitivno učenje.
Knowledge representation (Information theory)
Perspective (Linguistics)
Human information processing.
Focus (Linguistics)
LB1062 / .H249 2020
OAB370.15/23