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Developmental Cognitive Science Goes to School.
This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable ""who's who"" of leading researchers and scientists who are broadly trained in developm...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
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| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Hoboken :
Taylor and Francis,
2013.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Acknowledgments; 1 Developmental and Learning Sciences z to School: An Overview; PART I Reading, Learning, and Teaching; 2 Instructional Influences on Growth of Early Reading: Individualizing Student Learning; 3 Literacies for Learning: A Multiple Source Comprehension Illustration; 4 Constraints on Learning from Expository Science Texts; 5 Two Challenges: Teaching Academic Language and Working Productively with Schools; 6 Learning to Remember: Mothers and Teachers Talking with Children.
- PART II Science and Learning7 A Theory of Coherence and Complex Learning in the Physical Sciences: What Works (and What Doesn't); 8 Science Classrooms as Learning Labs; 9 A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension: Implications for Policy and Practice; 10 Children's Cognitive Algebra and Intuitive Physics as Foundations of Early Learning in the Sciences; 11 Learning Newtonian Physics with Conversational Agents and Interactive Simulations; PART III Mathematical Learning.
- 12 Emerging Ability to Determine Size: Use of Measurement13 Number Development in Context: Variations in Home and School Input During the Preschool Years; 14 Analogy and Classroom Mathematics Learning; 15 Gestures in the Mathematics Classroom: What's the Point?; 16 Perceptual Learning and Adaptive Learning Technology: Developing New Approaches to Mathematics Learning in the Classroom; 17 Algebraic Misconceptions: A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the Variable; 18 Towards Instructional Design for Grounded Mathematics Learning: The Case of the Binomial.
- PART IV Theoretical and Methodological Concerns19 Linking Cognitive and Developmental Research and Theory to Problems of Educational Practice: A Consideration of Agendas and Issues; 20 The Evolution of Head Start: Why the Combination of Politics and Science Changed Program Management More than Program Design; 21 Connecting Developmental Science to Educational Policy by Studying Classroom Instruction; Volume Contributors; Index.