In-depth coverage of modern learning theories and their practical applications helps inform reflective instructional practice

UPDATED - Simplified, reorganized chapters fit easily into a semester-length course.
The theme of reflective practice is emphasized throughout. Readers are encouraged to continually reflect on their own knowledge and learning as they consider instructional approaches.
Focused applications illustrate what learning theories look like in practice.
- UPDATED - Application  chapters are strategically interspersed after every two theory chapters to examine specific, well-established, well-researched instructional applications of the theories discussed in more detail. 
  - UPDATED - Chapter 4 (Chapter 10 in the previous edition) is significantly revised and reoriented to focus on instructional applications, with additional content on behavioral skills training and the transtheoretical model of intentional behavioral change.
  - UPDATED - Chapter 7 (Chapter 11 in the previous edition) is substantially revised and reoriented to focus on instructional applications, with additional content on constructionism, instructional design models that support constructivist learning, and an exploration of criticisms of constructivism.
  - NEW - Chapter 10 focuses on technology-enhanced learning environments. It discusses incorporating technology into instruction, computer-supported collaborative learning, game-based instruction, and open pedagogy.
  - NEW - Chapter 13 focuses on motivation and neuroscience for instruction, including a model of motivational design, self-regulated learning strategies, socioemotional learning, and culturally responsive teaching

Modern learning theory perspectives are covered in depth.

UPDATED - A  new  chapter on  learning and  development, Chapter 5,  merges the two development chapters from the 3rd Edition and includes a new section on lifespan development and new implications of development theory for learning across the lifespan.  
UPDATED - A  new  chapter on  learning and  prior  knowledge, Chapter 6,  replaces Chapter 4 from the previous edition and focuses on the learning of principled knowledge in subject-matter domains, including how learners revise implicit, intuitive theories about the world to align with canonical knowledge. New theories of conceptual change and the role of prior knowledge in comprehension, problem solving, and transfer are included. 
UPDATED - A  new chapter on  learning and  situativity, Chapter 8,  incorporates situated cognition from Chapter 5 of the 3rd Edition as a core concept of the situative perspective and expands the discussion to the learning context as an activity system and knowing as successful situated participation. 
NEW - A  new chapter on  learning and (digital)  technology, Chapter 9, looks at the landscape of learning technology, including how technology supports learning, what technologies enhance learning, and the issues that arise when technology is integrated into instruction. 
UPDATED - A  new chapter on  learning and  neuroscience, Chapter 12, replaces Chapter 8 of the 3rd Edition and focuses on the burgeoning field of educational neuroscience including topics such as neuromyths, the impact of adverse childhood experiences on learning and the brain, and the neuroscience of cognition and emotion.
UPDATED - A  new chapter, " Learning and  Instruction: Toward a  personal  theory," Chapter 14, replaces Chapter 12 of the previous edition, elaborating on topics such as personal epistemology, reflexitivity, and epistemic climate. A framework for epistemic reflexivity is included to guide readers in being reflexive about their own learning and knowledge.

Pedagogical features reinforce learning

Concept Maps orient the reader to the important concepts discussed in each chapter and visually display how they are related to one another.
Content Outlines provide a verbal means of orienting the reader to important content discussed in each chapter.
Opening Chapter Scenarios help readers contextualize the theoretical concepts presented in a chapter with practical learning and instructional problems from different professional settings (K-12, higher education, and corporations).
NEW - The Opening Chapter Scenarios at a Glance matrix in the preface summarizes the opening scenarios used throughout the book in a brief visual overview, citing the chapter, scenario, professional setting, and cross setting (where applicable).
Reflective Questions and Activities at the end of every chapter allow readers to apply chapter concepts and make connections across chapters.

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Psychology of Learning For Instruction, 4th edition

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