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Learning Theories: An Educational Perspective, 8th Edition

Dale H. Schunk, University of North Carolina at Greensboro

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Overview

Description

For courses in Learning Theory, Cognition and Instruction, or Advanced Educational Psychology.

A comprehensive look at the key theoretical principles, concepts, and research findings about learning, with special attention paid to how these concepts and principles can be applied in today’s classrooms.

This widely used and respected resource introduces readers to the key theoretical principles, concepts, and research findings about learning and helps them see how to apply that theory and research as educators. Learning Theories begins with a discussion of the relationship between learning theory and instruction. It then looks at the neuroscience of learning. Six chapters cover the major theories of learning – behaviorism, social cognitive theory, information processing theory, cognitive learning processes, and constructivism. The following three chapters cover key topics related to learning – motivation, self-regulated learning, and contextual influences. And the final chapter, Next Steps, helps students consolidate their views about learning. The 8th Edition has been significantly updated with a number of new features and the most current thinking and research.

Reviews

“[The] book is a fine foundation for a Psychology of Learning course. It provides a solid coverage of theories and issues that I can depend on to insure that students understand the basics... I find the writing style to be quite clear, interesting, and engaging. The level is appropriate for my students (graduate students)... The Instructional Applications foster personal appropriation of theoretical content of each chapter.”

– Jim May, Oklahoma State University

“The text does an excellent job covering motivation and self-regulated learning.”

– Kerry Rice, Boise State University

“[T]he book is very accessible... The clear connections to instructional applications [are a key strength].”

– Melissa Stormont, University of Missouri

Preface

Preface is available for download in PDF format.

This material is protected under all copyright laws, as they currently exist. No portion of this material may be reproduced, in any form or by any means, without permission in writing from the publisher.

Features

Real-world context

Opening vignettes introduce each chapter, providing possible applications for the ideas that will be discussed.
Instructional Applications sections conclude each chapter, helping students understand how the principles discussed apply to learning real-world learning settings.
The Next Steps chapter is designed to help students formulate their own perspectives on education and learning.
New - A new data mining section in Chapter 1 gives students a basic understanding of the goals and methods of data mining, important as it becomes more prevalent in education and related fields.

Comprehensive and thoughtful coverage

A chapter on the neuroscience of learning covers brain structures and development, and implications of brain research on teaching and learning. (Chapter 2)
All of the major learning theories are covered, including behaviorism, social cognitive theory, information processing, cognitive processes, and constructivism. (Chapters 3-8)
Motivation, self-regulation, and contextual influences all receive chapter-length coverage and help students understand how each impact learning.

Key content changes include:

New - New Chapter Critique sections and Reflection Questions at the end of each of the first eleven chapters help give readers a fuller and more nuanced understanding of theories and the research around them.
New - A number of new content sections can be found throughout the text, including:

A new section on positive behavior supports — what they are and how they can be used to facilitate learning — can be found in Chapter 3.
A new section on metacognition and epistemic thinking, increasingly important topics in the field of learning, has been added to Chapter 7.
A new section on Neo-Piagetian theories, which combine Piagetian constructions with information processing principles, can be found in Chapter 8.
A new section on self-regulation and technology can be found in Chapter 10.
A new section on future developments, which will give students insight into notable trends in both research and practice, can be found in Chapter 12.

New - Coverage of growing topics with new research has been added throughout the text.

Neuroscience coveragein Chapter 2 has been expanded.
Constructivism coverage in Chapter 8 has been expanded.
Contextual influences on learning coverage in Chapter 11 has been expanded.

New - Over 200 new references have been added, and several outdated references have been removed.
New - Dozens of new terms and definitions have been added to the glossary.

Check out the preface for a complete list of features and what's new in this edition.

New to This Edition

A new data mining section in Chapter 1 gives students a basic understanding of the goals and methods of data mining, important as it becomes more prevalent in education and related fields.
New Chapter Critique sections and Reflection Questions at the end of each of the first eleven chapters help give readers a fuller and more nuanced understanding of theories and the research around them.
A number of new content sections can be found throughout the text, including:

A new section on positive behavior supports — what they are and how they can be used to facilitate learning — can be found in Chapter 3.
A new section on metacognition and epistemic thinking, increasingly important topics in the field of learning, has been added to Chapter 7.
A new section on Neo-Piagetian theories, which combine Piagetian constructions with information processing principles, can be found in Chapter 8.
A new section on self-regulation and technology can be found in Chapter 10.
A new section on future developments, which will give students insight into notable trends in both research and practice, can be found in Chapter 12.

Coverage of growing topics with new research has been added throughout the text.

Neuroscience coveragein Chapter 2 has been expanded.
Constructivism coverage in Chapter 8 has been expanded.
Contextual influences on learning coverage in Chapter 11 has been expanded.

Over 200 new references have been added, and several outdated references have been removed.
Dozens of new terms and definitions have been added to the glossary.

Check out the preface for a complete list of features and what's new in this edition.

1. Introduction to the Study of Learning
2. Neuroscience of Learning
3. Behaviorism
4. Social Cognitive Theory
5. Information Processing Theory: Encoding and Storage
6. Information Processing Theory: Retrieval and Forgetting
7. Cognitive Learning Processes
8. Constructivism
9. Motivation
10. Self-Regulated Learning
11. Contextual Influences
12. Next Steps

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Digital

Pearson book cover — Pearson eText for Learning Theories: An Educational Perspective -- Instant Access, 8th Edition

Schunk

©2020 | Pearson

Format	Electronic Book
ISBN-13:	9780137413294
Online purchase price	$39.96	Students, buy or rent this eText
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book cover — Learning Theories: An Educational Perspective (Subscription), 8th Edition

Schunk

©2020 | Pearson | 608 pp

Format	Adobe Reader
ISBN-13:	9780134984179
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Paper

Format	Paper
ISBN-13:	9780134893754
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About the Author(s)

Dale Schunk is a professor in the Department of Teacher Education and Higher Education, School of Education, The University of North Carolina at Greensboro. From 2001 to 2011 he served as Dean of the School of Education. He received his PhD in Educational Psychology from Stanford University. Previously he was a faculty member at the University of Houston and the University of North Carolina at Chapel Hill. Prior to his move to UNC Greensboro in 2001 he was Head of the Department of Educational Studies at Purdue University.

His research focuses on the effects of social and instructional factors on students’ cognitive processes, learning, self-regulation, and motivation, with special emphasis on the application of social cognitive theory. He teaches graduate courses in learning, motivation, and educational psychology, and undergraduate courses in foundations for learning and educational psychology. He has published over 130 articles and chapters, is author of Learning Theories: An Educational Perspective (7th edition) and (with Judith Meece and Paul Pintrich) Motivation in Education: Theories, Research, and Applications (4th edition), and has edited nine books on self-regulation and motivation. His awards include: the Barry J. Zimmerman Award for Outstanding Contributions, American Educational Research Association, Studying and Self-Regulated Learning Special Interest Group; the Senior Distinguished Research Scholar Award, University of North Carolina at Greensboro, School of Education; the Distinguished Service Award, Purdue University, School of Education; the Early Contributions Award in Educational Psychology, American Psychological Association, Division 15 — Educational Psychology; and the Albert J. Harris Research Award, International Reading Association. He is listed in Who’s Who in America.

Previous editions

Relevant Courses

Learning Theory / Cognition & Instruction (Ed Psych / Tests & Measurements)

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