| This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. |
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| Binding: Softcover |
| Specs: 1.77 Lbs |
| ISBN: 0309070368 |
| ISBN-13: 9780309070362 |
| Edition: 1 |
| Publisher: National Academies Press | Publish Date 08/00 |
Table Of Contents:
1. Learning: From Speculation to Science
2. How Experts Differ from Novices
3. Learning and Transfer
4. How Children Learn
5. Mind and Brain
6. The Design of Learning Environments
7. Effective Teaching: Examples in History, Mathematics, and Science
8. Teacher Learning
9. Technology to Support Learning
10. Conclusions
11. Next Steps for Research
References
Biographical Sketches of Committees' Members and Staff
Acknowledgments
Index |
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