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ERIC Number: ED414043
Record Type: Non-Journal
Publication Date: 1997-Aug
Pages: 77
Abstractor: N/A
Reference Count: N/A
Learning How To Learn: The Social Construction of Knowledge Acquisition in the Classroom.
Nuthall, Graham
This conference presentation describes how students develop the cognitive processes through which they acquire knowledge from their classroom experiences. The data were taken from five studies of individual students' classroom experience and its relationship to the learning of curriculum content in typical science and social studies units in the upper elementary school. Data on classroom experience were obtained from simultaneous video-recordings, audio-recordings with individual microphones, and continuous observation of selected students. Data on student learning came from tests and interviews conducted before and after each unit and 12 months later. The resulting model of knowledge acquisition, which predicted with 80 percent success exactly which curriculum concepts and propositions each student learned and remembered 12 months later is described. The conditions of knowledge acquisition and the role of working memory in the sorting and organizing of experience are described. The paper then develops a theory of internalization from the work of Piaget, Vygotsky, and others, and examples of the classroom experiences of students are used to describe how students participate simultaneously in the public, semi-private, and private worlds of the classroom. Evidence for the private world is taken from individually recorded self-talk. Five activities/processes that are involved in acquiring knowledge from classroom experience are described both as simultaneously private processes and social activities. The transactional relationship between the enactment of these processes in the public, semi-private, and private worlds of students' experience provides the conditions for their internalization. Contains 59 references. (Author/KB)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A