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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
Effective Teaching: Examples in History, Mathematics, and Science (Chapter 7)
By Commission on Behavioral and Social Sciences and Education - The preceding chapter explored implications of research on learning for general issues relevant to the design of effective learning environments. We now move to a more detailed exploration of teaching and learning in three disciplines: history, mathematics, and science. We chose these three areas in order to focus on the similarities and differences of disciplines that use different methods of inquiry and analysis. A major goal of our discussion is to explore the knowledge required to teach effectively in a diversity of disciplines (Added: 27-Dec-2009 Hits: 185 )How Children Learn (Chapter 4)
By Commission on Behavioral and Social Sciences and Education - Children differ from adult learners in many ways, but there are also surprising commonalities across learners of all ages. In this chapter we provide some insights into children as learners. A study of young children fulfills two purposes: it illustrates the strengths and weaknesses of the learners who populate the nation’s schools, and it offers a window into the development of learning that cannot be seen if one considers only well-established learning patterns and expertise. (Added: 27-Dec-2009 Hits: 206 )Conclusions (Chapter 10)
By Commission on Behavioral and Social Sciences and Education - A scientific understanding of learning includes understanding about learning processes, learning environments, teaching, sociocultural processes, and the many other factors that contribute to learning. Research on all of these topics, both in the field and in laboratories, provides the fundamental knowledge base for understanding and implementing changes in education. (Added: 27-Dec-2009 Hits: 213 )Technology To Support Learning (Chapter 9)
By Commission on Behavioral and Social Sciences and Education - Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes (e.g., Atkinson, 1968; Suppes and Morningstar, 1968). The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competencies needed for the twenty-first century (Added: 27-Dec-2009 Hits: 188 )Mind and Brain (Chapter 5)
By Commission on Behavioral and Social Sciences and Education - Inn considering which findings from brain research are relevant to human learning or, by extension, to education, one must be careful to avoid adopting faddish concepts.. Among these is the concept that the left and right hemispheres of the brain should be taught separately to maximize the effectiveness of learning. Another is the notion that the brain grows in holistic “spurts,” ...there is evidence that brain regions develop asynchronously, although any specific educational implications of this remain to be determined. Another widely held misconception is that people use only 20 percent of their brains—with different percentage figures in different incarnations (Added: 27-Dec-2009 Hits: 211 )Design of Learning Environments (Chapter 6)
By Commission on Behavioral and Social Sciences and Education - In this chapter we discuss implications of new knowledge about learning for the design of learning environments. Learning theory does not provide a simple recipe for designing effective learning environments; similarly, physics constrains but does not dictate how to build a bridge (e.g., Simon, 1969). Nevertheless, new developments in the science of learning raise important questions about the design of learning environments—questions that suggest the value of rethinking what is taught, how it is taught, and how it is assessed. The focus in this chapter is on general characteristics of learning environments that need to be examined in light of new developments in the science of learning (Added: 27-Dec-2009 Hits: 214 )| Library Home Page |
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