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How students come to be, know, and do : a case for a broad view of learning /
"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
New York :
Cambridge University Press,
2010.
|
| Colección: | Learning in doing.
|
| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Herrenkohl, Leslie Rupert, |d 1966- | |
| 245 | 1 | 0 | |a How students come to be, know, and do : |b a case for a broad view of learning / |c Leslie Rupert Herrenkohl, Véronique Mertl. |
| 260 | |a New York : |b Cambridge University Press, |c 2010. | ||
| 300 | |a 1 online resource (xviii, 215 pages) : |b illustrations | ||
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| 490 | 1 | |a Learning in doing: social, cognitive and computational perspectives | |
| 520 | |a "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | 0 | |a Print version record. | |
| 505 | 0 | |a Introduction -- 1. The context lens -- 2. How ways of knowing, doing, and being emerged in the classroom : interpersonal interactions and the creation of community, part I -- 3. How ways of knowing, doing, and being emerged in the classroom : interpersonal interactions and the creation of community, part II -- 4. Personal lens of analysis : individual learning trajectories -- Conclusion. | |
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| 650 | 0 | |a Group work in education |z United States |v Case studies. | |
| 650 | 0 | |a City children |x Education (Elementary) |z United States |v Case studies. | |
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