How People Learn: Brain, Mind, Experience, and School: Expanded EditionJohn Bransford National Academies Press, 2000 - 374 páginas This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include:
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Página 17
... concepts support- ing the student's information . An expert who understands that borders often developed because natural phenomena ( like mountains or water bodies ) separated people , and that large cities often arose in locations that ...
... concepts support- ing the student's information . An expert who understands that borders often developed because natural phenomena ( like mountains or water bodies ) separated people , and that large cities often arose in locations that ...
Página 20
... concepts that help organize that infor- mation in the discipline . But equally important , the teacher must have a grasp of the growth and development of students ' thinking about these concepts . The latter will be essential to ...
... concepts that help organize that infor- mation in the discipline . But equally important , the teacher must have a grasp of the growth and development of students ' thinking about these concepts . The latter will be essential to ...
Página 78
... concept of elements must be defined cognitively . In assessing learning , the key is increased speed of learning the concepts underlying the new material , rather than early performance attempts in a new subject domain . All new ...
... concept of elements must be defined cognitively . In assessing learning , the key is increased speed of learning the concepts underlying the new material , rather than early performance attempts in a new subject domain . All new ...
Índice
From Speculation to Science | 3 |
How Experts Differ from Novices | 31 |
Learning and Transfer | 51 |
Página de créditos | |
Otras 11 secciones no se muestran.
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Términos y frases comunes
ability activities adults African American approach areas Behavioral brain Bransford Center challenge Chapter Chèche chess child Cognition and Technology Cognitive Psychology Cognitive Science collaborative Committee on Developments concepts content knowledge context cultural curricula curriculum developmental psychology discipline discussed domains Educational Research effective Erlbaum evaluate example experiences expertise explore feedback formative assessment goals Group at Vanderbilt Haitian Creole help students Hillsdale human ideas important infants instruction interactions involves Journal language learners learning environments mathematics memory ment mental psychology metacognitive National Research novices opportunities organized perspective physics principles of learning problem solving professional development programs Psychology questions relevant role science of learning scientific skills social SRI International strategies structure students learn subject matter Suina synapses task taught teaching theory thinking tion transfer transfer of learning understanding University Vanderbilt University visual
Referencias a este libro
Excitable Speech: A Politics of the Performative Judith Butler No hay ninguna vista previa disponible - 1997 |
Reading for Understanding: Toward an R&D Program in Reading Comprehension Catherine Snow No hay ninguna vista previa disponible - 2002 |