Download e-book for kindle: Classroom lessons: integrating cognitive theory and by Kate McGilly

By Kate McGilly

ISBN-10: 0262133008

ISBN-13: 9780262133005

A well timed supplement to John Bruer's colleges for idea, school room classes files 8 tasks that observe cognitive examine to enhance school room perform. The bankruptcy authors are all critical investigators in an influential examine initiative on cognitive technological know-how and schooling. lecture room classes describes their collaborations with school room academics aimed toward enhancing instructing and studying for college kids in grades K-12. The 8 initiatives conceal writing, arithmetic, historical past, social technology, and physics. jointly they illustrate that rules rising from cognitive technological know-how shape the foundation of a technology of guide that may be utilized around the curriculum. The e-book is split into 3 sections: - purposes of cognitive examine to instructing particular content material parts; - purposes for studying around the curriculum; and - functions that problem conventional innovations of classroom-based studying environments. Chapters ponder particular types of information with corresponding guide designed to allow newcomers to construct on that wisdom, acquisition of designated wisdom, and what wisdom turns out to be useful in modern curricula. participants: 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 workforce at Vanderbilt. Marlene Scardamalia, Carl Bereiter, and Mary Lamon. Ann L. Brown and Joseph C. Campione. John T. Bruer. A Bradford publication

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Page 1 INTRODUCTION Page 3 Chapter 1 Cognitive Science and Educational Practice: An Introduction Kate McGilly Psychological theory and research have been influential forces in educational practice for decades. Cognitive science is a relatively new branch of psychology. Its inception dates back to the 1950s, and its formal inauguration as a science is often associated with the 1972 publication of Newell and Simon's classic work, Human Problem Solving. Cognitive science, the science of mind, explores the mechanisms by which people acquire, process, and use knowledge.

Reciprocal teaching is a classic example of an application of the information-processing approach to an educational problem. Such ap- Page 10 plications result in instructional programs that emphasize the cognitive processes that underlie desired learning outcomes. As the chapters of this volume demonstrate, this approach also fundamentally changes the roles of students, who become active participants in their own learning, and teachers, who become guides and mentors, or co-constructors of knowledge rather than distributors of information to passive recipients.

The "communities of learners" concept is central to the projects of the CTGV (chapter 7), Scardamalia, Bereiter, and Lamon (chapter 8) and Brown and Campione (chapter 9). It is central as a model of how cognitive research can dramatically and positively affect educational practice. It is also an educational model that raises a number of critical questions that the research and education communities will need to address as they continue to develop research-based educational applications: questions about educational goals and about the roles of teachers, students, the learning environment, and the community at large in the educational process.

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Classroom lessons: integrating cognitive theory and classroom practice by Kate McGilly


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