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ERIC Number: ED527153
Record Type: Non-Journal
Publication Date: 2010-Aug
Pages: 238
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-0-5215-1565-8
ISSN: N/A
How Students Come to Be, Know, and Do: A Case for a Broad View of Learning. Learning in Doing: Social, Cognitive and Computational Perspectives
Herrenkohl, Leslie Rupert; Mertl, Veronique
Cambridge University Press
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored. (Contains 9 illustrations and 2 tables.)
Cambridge University Press. 32 Avenue of the Americas, New York, NY 10013. Tel: 845-353-7500; Fax: 845-353-4141; e-mail: customer_service@cambridge.org; Web site: http://www.cambridge.org
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A