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Teaching of subject matter.

Richard E Mayer1

  • 1Department of Psychology, University of California, Santa Barbara, California 93106-9660, USA. mayer@psych.ucsb.edu

Annual Review of Psychology
|January 28, 2004
PubMed
Summary
This summary is machine-generated.

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This chapter explores advances in the psychology of subject matter, focusing on how students learn reading, writing, math, and science. It reviews research on effective teaching and learning strategies for various school subjects.

Area of Science:

  • Educational Psychology
  • Cognitive Psychology
  • Subject Matter Pedagogy

Background:

  • The psychology of subject matter is a key area in educational psychology.
  • Research in this field has significantly advanced over the last two decades.
  • Understanding how students learn specific school subjects is crucial for effective instruction.

Purpose of the Study:

  • To examine key advances in the psychology of subject matter.
  • To review research on learning and teaching specific school subjects.
  • To provide a historical overview of promoting transfer in learning.

Main Methods:

  • Literature review of representative research.
  • Analysis of studies on learning and teaching reading, writing, mathematics, and science.

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  • Historical overview of transfer of learning.

    • Main Results:

    • Significant progress has been made in understanding learning processes for reading, writing, mathematics, and science.
    • Research highlights effective strategies for teaching and learning subject-specific content.
    • The concept of transfer is explored in relation to subject matter learning.

    Conclusions:

    • The psychology of subject matter is a dynamic and productive field.
    • Continued research is vital for improving educational practices across school subjects.
    • Effective instruction requires understanding the cognitive processes specific to each subject.