John. D. Bransford, Ann. L. Brown, Rodney. R. Cocking, “How people learn” (Vol. 11). Washington, DC, Publisher: National Academy Press, 2000.
Book Review
John. D. Bransford, Ann. L. Brown, Rodney. R. Cocking, “How people learn” (Vol. 11). Washington, DC, Publisher: National Academy Press, 2000.
Keywords
Learning, Mind, Brain, Experience, School
Overview
How People Learn is a seminal work that synthesises research on human learning, cognitive science, and instructional practices. It examines how neuroscience developments and empirical studies on cognition can inform instructional strategies to optimise learning. The book aims to bridge the gap between research and educational practice, providing insights into how teaching methodologies can support students in achieving their full intellectual potential. It highlights the critical role of well-structured curricula, effective instructional strategies, and an understanding of how people process and retain knowledge.
The authors, John D. Bransford, Ann L. Brown, and Rodney R. Cocking, argue that an evidence-based approach to education can enhance both teaching and learning experiences. They propose that to foster deep understanding, educational environments should be designed in ways that support knowledge transfer, accommodate learners’ cognitive development, and encourage engagement.
Content and Structure
The book is structured around key themes in learning and instructional design. It begins by establishing the fundamental principles of learning, drawing upon research in cognitive science, neuroscience, developmental psychology, and education. The authors emphasise that learning is an active process that requires engagement, motivation, and opportunities for practice and application.
A significant contribution of this work is its discussion on expert knowledge and the development of expertise. The book explains that experts possess highly organised knowledge structures that allow them to retrieve and apply information effectively. It contrasts expert learners with novices, highlighting the importance of structured curricula that help students develop interconnected pathways within a discipline.
The authors provide illustrations and discussions of exemplary teaching practices in history, mathematics, and science to demonstrate effective pedagogical approaches. They argue that expert teaching is not just about mastering content but also about fostering deep conceptual understanding, critical thinking, and problem-solving skills. Effective instruction requires a nuanced understanding of content knowledge and pedagogical knowledge, emphasising that teaching is a complex practice that extends beyond general teaching skills.
One of the central arguments of the book is the necessity of educational reform to enhance student learning. The authors advocate for a comprehensive transformation of education that encompasses classroom instruction, student-teacher relationships, assessment mechanisms, and teacher preparation programmes. However, they acknowledge that the book does not provide a rigid blueprint for redesigning schools; instead, it offers guiding principles for improving educational practices.
A key section of the book focuses on principles of teaching for understanding. The authors recognise that these principles may manifest differently across diverse educational settings but maintain that teaching for understanding remains a universal goal. The book also explores the role of state education standards and assessment tools in shaping learning outcomes. It critiques assessment practices that emphasise rote memorisation over deep understanding and recommends a review of state standards to identify features that align with or contradict effective learning principles. The authors propose research on alternative measures of student achievement that align with principles of deep learning and could be integrated into state accountability systems.
Relevance and Implications
Beyond formal education, How People Learn provides insights into how research-based learning models can inform instructional strategies in various contexts, including workplace training, professional development, and informal learning settings. The authors acknowledge that while the book is primarily targeted at educators, its findings could also benefit parents and policymakers. They suggest that a more accessible version could help parents better understand and evaluate school practices.
A major emphasis of the book is the need for sustained investment in research on cognition, learning, and teaching. The authors advocate for research that explores learners’ prior knowledge, adaptability, social and cultural influences, and knowledge transfer mechanisms. They also emphasise emerging research areas such as neurocognition, technology-enhanced learning, and sociocultural factors that mediate learning. In addition, they call for new studies on formative assessment to support ongoing learning improvements.
Conclusion
How People Learn is a foundational text in the science of learning, drawing from multiple disciplines, including cognitive science, developmental psychology, anthropology, sociology, and educational research. It underscores the importance of interdisciplinary collaboration and the role of national databases in fostering data-driven decision-making in education. The book also highlights the need to investigate innovative educational practices, assessing their theoretical underpinnings and practical applications to advance the science of learning.
This volume remains a critical resource for educators, policymakers, and researchers interested in enhancing teaching and learning through evidence-based strategies. Its insights into cognition, instructional design, and assessment have far-reaching implications for improving educational outcomes at all levels. By integrating scientific research with practical recommendations, the book provides a valuable framework for designing more effective and inclusive learning environments.
About the Author
Stephen Kwame Ameko
Instructional Technology and Learning Sciences, Utah State University
References
Gallery
