Introduction: Bridging Learning Research and Teaching Practice
Learning results from what the student does and thinks and only from what the student does and thinks. The teacher can advance learning only by influencing what the student does to learn.
HERBERT A. SIMON,1 one of the founders of the field of Cognitive Science, Nobel Laureate, and University Professor (deceased) at Carnegie Mellon University
As the quotation above suggests, any conversation about effective teaching must begin with a consideration of how students learn. Yet instructors who want to investigate the mechanisms and conditions that promote student learning may find themselves caught between two kinds of resources: research articles with technical discussions of learning, ...
