By Kate McGilly
A well timed supplement to John Bruer's colleges for idea, lecture room classes records 8 tasks that practice cognitive learn to enhance school room perform. The bankruptcy authors are all imperative investigators in an influential learn initiative on cognitive technology and schooling. school room classes describes their collaborations with school room academics aimed toward enhancing instructing and studying for college kids in grades K-12. The 8 tasks hide writing, arithmetic, historical past, social technological know-how, and physics. jointly they illustrate that ideas rising from cognitive technology shape the root of a technology of guide that may be utilized around the curriculum. The publication is split into 3 sections: - functions of cognitive study to educating particular content material parts; - purposes for studying around the curriculum; and - functions that problem conventional innovations of classroom-based studying environments. Chapters contemplate particular types of data with corresponding guide designed to let freshmen to construct on that wisdom, acquisition of specific wisdom, and what wisdom comes in handy in modern curricula. individuals: Kate McGilly. Sharon A. Griffin, Robbie Case, and Robert S. Siegler. Earl Hunt and Jim Minstrell. Kathryn T. Spoehr. Howard Gardner, Mara Krechevsky, Robert J. Sternberg, and Lynn Okagaki. Irene W. Gaskins. The Cognition and expertise crew at Vanderbilt. Marlene Scardamalia, Carl Bereiter, and Mary Lamon. Ann L. Brown and Joseph C. Campione. John T. Bruer. A Bradford ebook
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The curriculum consisted of interactive games such as the Number Line Game that gave children practice with exactly those skills. , knowledge of what number comes after 7, or of which number is bigger, 7 or 9). Page 15 Hunt and Minstrell (chapter 3) began with a theory of how students organize their "naive" knowledge of physical phenomena and how existing physical knowledge influences learning high school physics. This theoretical foundation, together with Minstrell's experience as an expert physics teacher, formed the basis of a multistep teaching program for high school physics that bridges the gap between naive and expert physics understanding, and connects school physics with the everyday world.
ISBN 0-262-13300-8 1. Learning, Psychology of. 2. Cognitive learning theory. 3. EducationExperimental methods. I. McGilly, Kate. 15'2dc20 9343187 CIP Page v Contents Contributors vii Foreword x Jill H. Larkin Preface v INTRODUCTION Chapter 1 Cognitive Science and Educational Practice: An Introduction 3 Kate McGilly PART I Domain-Specific Applications Chapter 2 Right start: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure 25 Sharon A.
Includes bibliographical references and index. ISBN 0-262-13300-8 1. Learning, Psychology of. 2. Cognitive learning theory. 3. EducationExperimental methods. I. McGilly, Kate. 15'2dc20 9343187 CIP Page v Contents Contributors vii Foreword x Jill H. Larkin Preface v INTRODUCTION Chapter 1 Cognitive Science and Educational Practice: An Introduction 3 Kate McGilly PART I Domain-Specific Applications Chapter 2 Right start: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure 25 Sharon A.