ERIC Number: ED361395
Record Type: Non-Journal
Publication Date: 1993-Aug
Reference Count: N/A
Toward a New Science of Instruction.
Research conducted by the National Research Center on Student Learning (NRCSL) is reviewed as it moves toward a new understanding of learning and instruction. Research by the NRCSL into the kind of learning demanded by modern life has been shaped by the understanding, based on earlier research, that knowledge is actively constructed in the mind of the learner, and not just accumulated and stored for use. To engage in the construction of knowledge, learners must eventually attain intellectual independence. A fundamental concern of research at the NRCSL has been the relationship between knowledge and skill in effective learning. The focused and mindful drawing and testing of inferences appear to be powerful skills that may be indispensable to a strong conceptual understanding in school subject matters. This implication is found in the following areas of NRCSL research: (1) building on intuitive understanding of numbers and quantities; (2) linking background knowledge to new knowledge in text comprehension; (3) learning from effective learners in science; and (4) learning about the value of cognitive conflict. Research on teaching is indicating the importance of modeling by the teacher of mindfulness in learning. The outcomes of NRCSL research have the potential to enrich both research and practice, and the success of every school child depends on investigations such as these. (SLD)
Descriptors: Agency Role, Conflict, Constructivism (Learning), Educational Practices, Educational Research, Elementary Secondary Education, Federal Government, Inferences, Instructional Effectiveness, Learning, Mathematical Concepts, Models, Reading Comprehension, Science Education, Teaching Methods, Theory Practice Relationship
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (Stock No. 065-000-00589-1).
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC. Office of Research.
Authoring Institution: National Research Center on Student Learning, Pittsburgh, PA.