Powerful Environments for Promoting Deep Conceptual and Strategic Learning PDF Download

Author: Lieven Verschaffel
Publisher: Leuven University Press
ISBN: 9789058674692
Category : Education
Languages : en
Pages : 264

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Book Description
Over the past years a substantial amount of research has been undertaken relating to the development of powerful learning environments for the acquisition in students of worthwhile educational objectives focussing on conceptual understanding, higher-order cognitive and metacognitive skills, and self-regulated learning. This research has been mainly undertaken from three distinct, but related perspectives in the study of learning and instruction, namely instructional psychology, instructional technology, and instructional design. Against this background a "research community" involving 14 European research teams has recently been initiated with the aim of interactively contributing to the advancement of theory and methodology relating to the design, implementation, and evaluation of powerful learning environments.This volume, based on the plenary lectures and working sessions during the community's third workshop, constitutes a collective output of this research community, focussing on the identification and analysis of major components and dimensions of powerful learning environments aimed at the promotion of deep conceptual and strategic learning in major domains of school curricula, like mathematics, physics, history, and social sciences.In Part I of the volume three chapters present general perspectives on the central theme of the third workshop. In Part II six studies are reported wherein novel learning environments for elementary and secondary mathematics education have been designed, implemented and evaluated. In Part III of the volume another set of five investigations is presented relating to the design, implementation and evaluation of powerful learning environments in other subject-matter domains (physics, history, social sciences) and in teacher training.

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Category : Education
Languages : en
Pages : 386

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Book Description
First released in the Spring of 1999, How People Learn has been 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 edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original 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 methodsâ€"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. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Author:
Publisher: BRILL
ISBN: 9087905467
Category : Education
Languages : en
Pages : 364

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Book Description
The Handbook of Mathematics Teacher Education, the first of its kind, addresses the learning of mathematics teachers at all levels of schooling to teach mathematics, and the provision of activity and programmes in which this learning can take place. It consists of four volumes. Volume 2, Tools and Processes in Mathematics Teacher Education, focuses on the “how” of mathematics teacher education.

Author: Jal Mehta
Publisher: Harvard University Press
ISBN: 0674988396
Category : Education
Languages : en
Pages : 465

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Book Description
"The best book on high school dynamics I have ever read."--Jay Mathews, Washington Post An award-winning professor and an accomplished educator take us beyond the hype of reform and inside some of America's most innovative classrooms to show what is working--and what isn't--in our schools. What would it take to transform industrial-era schools into modern organizations capable of supporting deep learning for all? Jal Mehta and Sarah Fine's quest to answer this question took them inside some of America's most innovative schools and classrooms--places where educators are rethinking both what and how students should learn. The story they tell is alternately discouraging and hopeful. Drawing on hundreds of hours of observations and interviews at thirty different schools, Mehta and Fine reveal that deeper learning is more often the exception than the rule. And yet they find pockets of powerful learning at almost every school, often in electives and extracurriculars as well as in a few mold-breaking academic courses. These spaces achieve depth, the authors argue, because they emphasize purpose and choice, cultivate community, and draw on powerful traditions of apprenticeship. These outliers suggest that it is difficult but possible for schools and classrooms to achieve the integrations that support deep learning: rigor with joy, precision with play, mastery with identity and creativity. This boldly humanistic book offers a rich account of what education can be. The first panoramic study of American public high schools since the 1980s, In Search of Deeper Learning lays out a new vision for American education--one that will set the agenda for schools of the future.

Author: group of authors
Publisher: Czech Institute of Academic Education
ISBN: 8088203058
Category : Political Science
Languages : en
Pages : 420

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Book Description
International Academic Conference on Teaching, Learning and E-learning and International Academic Conference on Management, Economics and Marketing and International Academic Conference on Transport, Logistics, Tourism and Sport Science

Author:
Publisher: BRILL
ISBN: 9460911471
Category : Education
Languages : en
Pages : 362

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Book Description
Threshold Concepts within the Disciplines brings together leading writers from various disciplines and national contexts in an important and readable volume for all those concerned with teaching and learning in higher education.

Author: Leigh N. Wood
Publisher: Springer
ISBN: 9811027919
Category : Education
Languages : en
Pages : 364

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Book Description
This book explores successful transition strategies to, within and from university for students from around the globe, with Macquarie University, a large Australian university, studied in depth. It addresses the meaning of success taking a variety of perspectives, including student, staff and employer views. The chapters present a series of initiatives that have proven to be successful in assisting students in developing their academic potential throughout university and beyond. The authors of the chapters use a variety of methodologies and approaches reflecting the diverse local contexts and requirements. These international perspectives demonstrate a triumph of practice that has led to the empowerment of individuals and groups. The approaches from twelve universities located in eight different countries stem directly from the coalface and provide many valuable lessons and tools that colleagues in the sector will be able to consider and adapt in their own contexts. Small interventions matter, from a mentor of a nervous student who goes on to achieve greatness, to the use of a curriculum design model that hooks a whole group of students into learning and achievement. This book covers both the small, individual victories and the larger scale strategies that support success. Contributions emanate from Australia, Bangladesh, India, China, New Zealand, United Kingdom, Canada, USA, Uruguay and South Africa.

Author: Cartelli, Antonio
Publisher: IGI Global
ISBN: 1466629444
Category : Education
Languages : en
Pages : 312

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Book Description
The 21st century has seen an expansion in digital technology and the ways in which it affects everyday life. These technologies have become essential in the growth of social communication and mass media. Fostering 21st Century Digital Literacy and Technical Competency offers the latest in research on the technological advances on computer proficiency in the educational system and society. This collection of research brings together theories and experiences in order to create a common framework and is essential for educators and professionals in the technology fields.

Author: OECD
Publisher: OECD Publishing
ISBN: 926408648X
Category :
Languages : en
Pages : 342

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Book Description
This book brings together the lessons of research on both the nature of learning and different educational applications, and it summarises these as seven key concluding principles.

Author: Laura Christine Bofferding
Publisher: Stanford University
ISBN:
Category :
Languages : en
Pages : 275

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Book Description
In working with integers, students have difficulties that may extend into middle school and even adulthood. However, even young children can display insights into negative numbers well before receiving formal instruction. Using a pre-test, instruction, post-test design, this study explores how 61 first graders reason about negative number properties and operations and how their understanding changes depending on the instruction they receive. Results of the study indicate that children build on their existing whole number understanding to develop a central conceptual structure for integers. Furthermore, the process by which they extend their numerical central conceptual structure differs among students; their initial schemas, together with the form of the integer instruction, influence how they reason about and solve integer addition and subtraction problems. These results highlight the need to revisit the placement, duration, and content of integer instruction in curricula.