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n amazing summary of research on how people learn, and the implications for education and helping others learn. The complete title is: How People Learn: Brain, Mind, Experience, and School: Expanded Edition written by Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council
Teacher Learning (Chapter 8)
By Commission on Behavioral and Social Sciences and Education - The findings from research on learning suggest roles for teachers that differ from their roles in the past. If teachers are to prepare an ever more diverse group of students for much more challenging work—for framing problems; finding, integrating and synthesizing information; creating new solutions; learning on their own; and working cooperatively—they will need substantially more knowledge and radically different skills than most now have and most schools of education now develop. This chapter considers the kinds of learning opportunities available to teachers (Added: 27-Dec-2009 Hits: 316 )Learning and Transfer (Chapter 3)
By Commission on Behavioral and Social Sciences and Education - rocesses of learning and the transfer of learning are central to understanding how people develop important competencies. Learning is important because no one is born with the ability to function competently as an adult in society. It is especially important to understand the kinds of learning experiences that lead to transfer, defined as the ability to extend what has been learned in one context to new contexts (e.g., Byrnes, 1996:74). (Added: 27-Dec-2009 Hits: 346 )How Experts Differ From Novices (Chapter 2)
By Commission on Behavioral and Social Sciences and Education - his chapter illustrates key scientific findings that have come from the study of people who have developed expertise in areas such as chess, physics, mathematics, electronics, and history. We discuss these examples not because all school children are expected to become experts in these or any other areas, but because the study of expertise shows what the results of successful learning look like. In later chapters we explore what is known about processes of learning that can eventually lead to the development of expertise. (Added: 27-Dec-2009 Hits: 312 )Next Steps For Education and Learning Research (Chapter 11)
By Commission on Behavioral and Social Sciences and Education - In this final chapter the authors take a look at where further research on learning and education needs to go in the future. (Added: 27-Dec-2009 Hits: 324 )Socially Induced Affect (Chapter 10)
By Daniel Druckman and Robert A. Bjork - Socially induced affect refers to an emotional experience in one person that is induced by someone else's affect, that person's observable emotions or feelings. This definition implies two parties—a person directly showing affect (the model) and a person observing the model and experiencing emotion as a consequence of the affect of the model. For example, a soldier's distress due to the loss of a loved one induces feelings of distress in his or her team unit members.1 In this case, the soldier is the model and the team members are the observers. The transfer of feelings from model to observer is incidental in the sense that it is caused not by an intended action of a person, but only by the presence of the other.2Identified originally by researchers working on problems of social facilitation (e.g., Zajonc, 1965), this transmission of affect from one person to another does not depend on the relationship that may exist between them; it occurs between strangers as well as between friends (Added: 27-Dec-2009 Hits: 322 )Introduction: From Speculation To Science (Introduction)n
By Commission on Behavioral and Social Sciences and Education - Revolution in the study of the mind that has occurred in the last decades has important implications for education... a new theory of learning is coming into focus that leads to very different approaches to the design of curriculum, teaching, and assessment ... the growth of interdisciplinary inquiries and new kinds of scientific collaborations have begun to make the path from basic research to educational practice somewhat more visible, if not yet easy to travel. Thirty years ago, educators paid little attention to the work of cognitive scientists, ... Today, cognitive researchers are spending more time working with teachers, testing and refining their theories. (Added: 27-Dec-2009 Hits: 319 )| Library Home Page |
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