Science now offers new conceptions of the learning process and the development of competent performance. This book presents a contemporary account of principles of learning, and calls into question concepts and practices commonly used in schools. Topics explored include how learning actually changes the physical structure of the brain, the effect of existing knowledge on learning, and the role of technology in education. The book is organized into four parts. The introduction explores the development of the science of learning; the remaining sections focus on learners and learning, teachers and teaching, and future directions for the science of learning. The chapters are: (1) "Learning: From Speculation to Science"; (2) "How Experts Differ from Novices"; (3) "Learning and Transfer"; (4) "How Children Learn"; (5) "Mind and Brain"; (6) "The Design of Learning Environments"; (7) "Effective Teaching: Examples in History, Mathematics, and Science"; (8) "Teacher Learning"; (9) "Technology To Support Learning"; and (10) "Conclusions and Recommendations for Research." Biographical sketches of members and staff of the National Research Council's Committee on Developments in the Science of Learning are appended. Contains over 800 references, divided by chapter. (HTH)