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ERIC Number: ED338704
Record Type: RIE
Publication Date: 1991-Dec
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
National Research Center on Student Learning. ERIC/TM Digest.
Glaser, Robert; Resnick, Lauren
The work of the National Research Center on Student Learning (CSL) is described. The CSL, one of 23 national centers funded by the Office of Educational Research and Improvement, is an integral part of the Learning Research and Development Center of the University of Pittsburgh (Pennsylvania). The CSL conducts interdisciplinary research that informs and supports thinking-oriented education in the United States. CSL studies how instruction can encourage students to: (1) ask questions about what they learn; (2) invent new ways of solving problems; (3) connect new knowledge to information they already have; and (4) apply their knowledge and reasoning skills in new situations. Research focuses on metacognitive processes that teachers can nurture and encourage students' regulation of their own learning, and critical thinking and the elaboration of problems. The CSL is also working to build a knowledge base about the reasoning styles that are characteristic of different school subjects (history, science, geography, mathematics, and social sciences). Other lines of research explore: (1) domain-specific education; (2) students' prior knowledge; (3) social contexts of learning; and (4) connections between higher order learning skills and persistence or motivation. CSL research projects are organized into the three areas of: (1) strategies for thinking; (2) knowledge foundations for thinking; and (3) thinking in the classroom. (SLD)
Publication Type: ERIC Publications; Reports - Descriptive; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Tests, Measurement, and Evaluation, Washington, DC.
Identifiers: ERIC Digests; National Research Center on Student Learning; University of Pittsburgh PA