Abstract

Since the mid‐1950s, the various research programs within cognitive science have advanced our basic understanding of human mental function. Over the past 20 years, this basic science of mind has also contributed to the genesis of an applied science of learning and teaching that can powerfully inform educational practice and dramatically improve educational outcomes. Classroom practice based on this applied science differs from traditional instruction in several ways. Instruction based on cognitive theory envisions learning as an active, strategic process. It assumes that learning follows developmental trajectories within subject‐matter domains. It recognizes that learning is guided by the learners' introspective awareness and control of their mental processes. It emphasizes that learning is facilitated by social, collaborative settings that value self‐directed student dialogue.