THE NATIONAL ACADEMIES PRESS This PDF is available at http://nap.edu/24783 SHARE Ū ſ Ŷ Þ How People Learn II Learners, Contexts, and Cultures DETAILS 346 pages | 7 x 10 | PAPERBACK ISBN 978-0-309-45964-8 | DOI 10.17226/24783 CONTRIBUTORS GET THIS BOOK Committee on How People Learn II: The Science and Practice of Learning; Board on Behavioral, Cognitive, and Sensory Sciences; Board on Science Education; Division of Behavioral and Social Sciences and Education; National Academies of FIND RELATED TITLES Sciences, Engineering, and Medicine Visit the National Academies Press at NAP.edu and login or register to get: – Access to free PDF downloads of thousands of scientific reports  – 10% off the price of print titles  – Email or social media notifications of new titles related to your interests  – Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. (Request Permission) Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Copyright © National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures How People Learn II Learners, Contexts, and Cultures Committee on How People Learn II: The Science and Practice of Learning Board on Behavioral, Cognitive, and Sensory Sciences Board on Science Education Division of Behavioral and Social Sciences and Education A Consensus Study Report of Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures THE NATIONAL ACADEMIES PRESS • 500 Fifth Street, NW • Washington, D.C. 20001 This activity was supported by grants and awards from the Alfred P. Sloan Foundation (Grant No. 2014-3-06), the American Educational Research Association (unnumbered award), the Bill & Melinda Gates Foundation (Grant No. OPP1110470), the Institute of Education Sciences of the U.S. Department of Education (Grant No. R305U150005), the Teagle Foundation (unnumbered award), the William and Flora Hewlett Founda- tion (Grant No. 2014-1118), with additional support from the National Academy of Sciences’ W.K. Kellogg Foundation Fund and the National Academies of Sciences, Engineering, and Medicine Presidents’ Circle Fund. Support for the work of the Board on Behavioral, Cognitive, and Sensory Sciences is provided primarily by a grant from the National Science Foundation (Award No. BCS-1729167). Any opinions, fndings, conclusions, or recommendations expressed in this publication do not necessarily refect the views of any organization or agency that provided support for the project. International Standard Book Number-13: 978-0-309-45964-8 International Standard Book Number-10: 0-309-45964-8 Library of Congress Control Number: 2018957415 Digital Object Identifer: https://doi.org/10.17226/24783 Additional copies of this publication are available for sale from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2018 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. doi: https://doi.org/10.17226/24783. Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures The National Academy of Sciences was established in 1863 by an Act of Congress, signed by President Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and t echnology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Academy of Sciences to bring the practices of engineering to ad- vising the nation. Members are elected by their peers for extraordinary contribu- tions to engineering. Dr. C. D. Mote, Jr., is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the charter of the National Academy of S ciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and ad- vice to the nation and conduct other activities to solve complex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org. Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures Consensus Study Reports published by the National Academies of Sciences, En- gineering, and Medicine document the evidence-based consensus on the study’s statement of task by an authoring committee of experts. Reports typically in- clude fndings, conclusions, and recommendations based on information gath- ered by the committee and the committee’s deliberations. Each report has been subjected to a rigorous and independent peer-review process and it represents the position of the National Academies on the statement of task. Proceedings published by the National Academies of Sciences, Engineering, and Medicine chronicle the presentations and discussions at a workshop, symposium, or other event convened by the National Academies. The statements and opin- ions contained in proceedings are those of the participants and are not endorsed by other participants, the planning committee, or the National Academies. For information about other products and activities of the National Academies, please visit www.nationalacademies.org/about/whatwedo. Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures v COMMITTEE ON HOW PEOPLE LEARN II: THE SCIENCE AND PRACTICE OF LEARNING CORA BAGLEY MARRETT (Chair), Department of Sociology, University of Wisconsin–Madison PATRICIA J. BAUER, Department of Psychology, Emory University CYNTHIA BEALL (NAS), Department of Anthropology, Case Western Reserve MARGARET E. BEIER, Department of Psychology, Rice University DAVID B. DANIEL, Department of Psychology, James Madison University ROBERT L. GOLDSTONE, Department of Psychological and Brain Sciences, Indiana University ARTHUR C. GRAESSER, Department of Psychology and Institute of Intelligent Systems, University of Memphis MARY HELEN IMMORDINO-YANG, Rossier School of Education, University of Southern California RUTH KANFER, School of Psychology, Georgia Institute of Technology JEFFREY D. KARPICKE, Department of Psychological Sciences, Purdue University BARBARA M. MEANS, Learning Sciences Research, Digital Promise DOUGLAS L. MEDIN (NAS), Department of Psychology, Northwestern University LINDA NATHAN, Center for Artistry and Scholarship ANNEMARIE SULLIVAN PALINCSAR, School of Education, University of Michigan DANIEL L. SCHWARTZ, School of Education, Stanford University ZEWELANJI N. SERPELL, Department of Psychology, Virginia Commonwealth University SUJEETA BHATT, Study Director TINA WINTERS, Associate Program Offcer RENÉE L. WILSON GAINES, Senior Program Assistant HEIDI SCHWEINGRUBER, Director, Board on Science Education BARBARA A. WANCHISEN, Director, Board on Behavioral, Cognitive, and Sensory Sciences Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures vi BOARD ON BEHAVIORAL, COGNITIVE, AND SENSORY SCIENCES SUSAN T. FISKE (Chair), Department of Psychology and Woodrow Wilson School of Public and International Affairs, Princeton University JOHN BAUGH, Department of Anthropology, Washington University in St. Louis LAURA L. CARSTENSEN, Department of Psychology, Stanford University JUDY DUBNO, Department of Otolaryngology–Head and Neck Surgery, Medical University of South Carolina JENNIFER EBERHARDT, Department of Psychology, Stanford University ROBERT L. GOLDSTONE, Department of Psychological and Brain Sciences, Indiana University DANIEL R. ILGEN, Department of Psychology, Michigan State University NANCY G. KANWISHER, Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology JANICE KIECOLT-GLASER, Department of Psychology, The Ohio State University College of Medicine BILL MAURER, School of Social Sciences, University of California, Irvine STEVEN E. PETERSEN, Department of Neurology and Neurological Surgery, School of Medicine, Washington University Medical School DANA M. SMALL, Department of Psychiatry, Yale Medical School TIMOTHY J. STRAUMAN, Department of Psychology and Neuroscience, Duke University JEREMY M. WOLFE, Brigham and Women’s Hospital, Departments of Ophthalmology and Radiology, Harvard Medical School BARBARA A. WANCHISEN, Director Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures vii BOARD ON SCIENCE EDUCATION ADAM GAMORAN (Chair), William T. Grant Foundation, New York, NY GEORGE BOGGS, Palomar College, San Marcos, CA (emeritus) MELANIE COOPER, Department of Chemistry, Michigan State University RODOLFO DIRZO, Department of Biology, Stanford University JACQUELYNNE ECCLES, Department of Psychology, University of Michigan JOSEPH FRANCISCO, Department of Chemistry, University of Nebraska MARGARET A. HONEY, New York Hall of Science, New York City MATTHEW KREHBIEL, Kansas State Department of Education, Topeka MICHAEL LACH, Urban Education Institute, University of Chicago LYNN S. LIBEN, Department of Psychology, Pennsylvania State University CATHY MANDUCA, Science Education Resource Center, Carleton College JOHN MATHER, NASA Goddard Space Flight Center BRIAN REISER, School of Education and Social Policy, Northwestern University MARSHALL “MIKE” SMITH, Carnegie Foundation for the Advancement of Teaching, Stanford, CA ROBERTA TANNER, Thompson School District, Loveland, CO SUZANNE WILSON, Neag School of Education, University of Connecticut YU XIE, Department of Sociology, University of Michigan HEIDI SCHWEINGRUBER, Director Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures Copyright National Academy of Sciences. All rights reserved. How People Learn II Learners, Contexts, and Cultures ix Acknowledgments There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has substantially expanded understanding of brain processes and what they mean for individual learning, schooling, and policy. In 2000, the report How People Learn: Brain, Mind, Experience, and School: Expanded Edition (National Research Council, 2000; hereafter referred to as HPL I) was published and its infuence has been both wide and deep, but 20 years later the research landscape has evolved still further. How People Learn II provides a much-needed update. This book does not presume to provide answers to specifc educational dilemmas—recipes for teaching or the proverbial “what to do on Monday morning.” Instead, the committee hopes that the book will be a tool that can enrich discussions about research and practice in education and learning for people of all ages. We have tried to present the existing scientifc evidence in the most straightforward, accurate, and complete way that we can, and to synthesize and interpret the fndings creatively. However, the practical applica- tions that derive from the science will never be completely straightforward because the real world is highly complicated, with many moving parts and hidden complexities. The committee therefore asks you, the reader, to think critically about the fndings we present in relation to your own work, and about how the fndings reviewed here square with evidence and policies used to justify educational strategies, policies, and research questions in your pro- fessional context. Only through active debates and attempts to contextualize and adapt the fndings beyond the narrow settings in which they often were studied will we create signifcantly new understanding and better policy and practice as they relate to learning. Copyright National Academy of Sciences. All rights reserved.