How People Learn:
Brain, Mind,
Experience, and School
|
| |
|
Index
|
|
|
| |
A |
|
| |
|
Abstract reasoning, 62, 66, 77
Action research, 179, 187-188
Active learning, 10, 12-13, 68, 170, 206
Adaptive expertise, 33-36, 38, 49, 61, 121, 128
African Americans, 60, 61, 97, 98, 123
Algebra, 46, 51, 53, 125-126, 186, 201-202, 213
Alice in Wonderland/Through the Looking Glass books, 93-95
American Association of Physics Teachers, 179
Analogical reasoning, 50, 52, 53-54, 98
Annenberg Critical Friends Project, 185-186
Apprenticeship learning, 97, 179, 202, 208-209
Assessments. See also Methodologies, learning assessment;
Self-assessment
alternative, 180
conditionalized knowledge and, 31
content-process framework, 131-132
cultural sensitivity in, 60, 98-99, 134
with feedback, 31, 128-129, 142, 232
formative, 128-129, 130, 140, 142, 155, 205, 207
grading practices, 134
of initial learning, 43, 44, 45
learning environments centered on, 127-132, 142, 176,
184-185
memorization focus, 9, 128, 129, 140, 177, 233
multiple-choice tests, 128
portfolio, 130, 208
principles, 127-128, 232-233
of strategic competence, 85
standardized tests, 120, 128, 129, 138, 177, 198-199,
208
summative, 128, 129, 142, 177
teacher learning opportunities, 185-186, 233
theoretical frameworks, 130-132
of understanding, formats for, 44, 129, 130, 131
uses, 128
Astrocytes, 107, 114
Automaticity of skills, 127
Axons, 104
|
|
|
| |
B |
|
| |
|
Bank Street College, 196, 215
Bay Area and National Writing Project, 183, 185
Behaviorism, 6-8
Beliefs, teachers', 36, 60, 61, 146, 147, 148-149, 152, 158, 159, 183,
187, 191
Belvedere system, 202
Biological causality, 4, 76-77, 78, 100
Biology, 56, 58-59, 162-165, 172-174, 175, 181, 204, 215
Brain development
basics, 104-105
blood vessel formation, 106-108, 114
environments for learning and, 107
exercise and, 105-107, 108
experiences and, 105-107, 108, 109, 112-113, 114-115
functional organization, 108-109, 110-111, 114
instruction and, 109-111
language and, 109-112, 115
learning and, xv-xvi, 4, 102-103, 107-109, 222, 223
misconceptions about, 102
neural activity and, 107-108, 115
plasticity, xix, 111, 221, 236
social interaction and, 107, 114
synaptic connections, 104-106, 107-108, 110, 114
timetable for, 109-110, 114-115
Brain processes
memory and, 112-114
silent areas, 102
Breadloaf Writing Project, 186
BreadNet, 186
Bridging strategy, 167, 168, 175
Bruer, John, 115
Bush, Vannevar, 201
|
|
|
| |
C |
|
| |
|
Calculus, 54
Case-based learning, 50, 65
Cat learning, 6-8
Causality
biological, 4, 76-77, 78, 100
physical, 72-76
Challenge 2000 Multimedia Project, 210
Chèche Konnen approach, 171-172, 175, 229, 230
Chess, 20, 22-24, 31, 44
Chicago Teachers Academy for Mathematics and Science, 183
Children's learning. See also Infant cognition
biological causality, 4, 76-77, 78, 100
caregiver-child interactions, xv, 91-92, 100-101, 223
children's conceptions of intelligence and, 70, 89-90
choosing strategies, 87-89
community environments, 70, 99, 101
conversational, 97-98
cultural variations in communication, 96-99, 101
eavesdropping, 97-98
guided learning, 90-99
inquiry-based, 95, 98-99
language, 4, 79-83, 90, 97, 100, 109
mathematics, 4, 12, 57, 59, 79, 80, 100, 125-126, 184,
228-229
memory capacity and, 46, 83-84
metacognition, xv, 35, 70, 85-86, 223
motivation, xv, 49, 65, 89-90, 100, 222
multiple intelligences and, 70, 89
multiple-strategy usage, 86-89
non-self-directed, 90
number concepts, 4, 79, 80, 100
observational, 97
physical concepts, 75-76, 90, 100
preconceptions, xiv, 10-11
prior knowledge, 10-11, 41, 42-43, 56-61, 66
privileged-domain competencies, xiv, 69-70, 72-83, 90,
100, 222
processing time, 46
reading, 93-96
reasoning complexity, xiv, 87, 126, 141, 222
science, 126, 171-174
self-directed, 90
story-telling, 96
strategic competence, xv, 70, 83, 84-86, 100
television and, 70, 138
tool use, 75-76
Chunking/clustering technique, 20-21, 26, 40, 84-85
Classroom Action Research Network, 187
Classrooms
communications technology for, 170, 207
community connections, 195-196, 212-214
competitiveness of students, 134
environments for learning, 132-135, 142, 234, 235
Global Lab, 197
norms and expectations, 133-135, 176
research based in, 187-188
Classtalk, 170, 207
Coaching, 30, 56, 165-166, 168-170, 210-211
Cognitive
representations and strategies, 53, 132, 133
science, 8
Cognitively Guided Instruction Project, 185
Collaborative learning
action research, 187
computer technology and, 197, 200-201, 207, 209
scientist-student partnerships, 197, 205
students, 62, 96, 129, 140, 170, 180, 210-211
teachers, 183, 185-187
Communication
cultural differences, 61, 96-99, 101
interactive, 195-196, 207
network, 208-209
Communities of learners, 88, 144-145, 156, 170, 187, 192
Communities of practice, 171-172, 185-186, 195-196, 197, 215-217
Community learning environments
broader community connections, 49, 135-137, 142,
212-214, 233-234
children's learning and, 70, 99, 100
classrooms, 132-135, 142
computer technology and, 70, 200-201, 212-214, 215-216
schools, 135, 142
student-scientist partnerships, 197
for teachers, 185-187, 192, 215-216
Competence. See also Strategic competence
zone of proximal development, 68-69, 70, 96
Competitiveness of students, 134
Comprehension-fostering activities, 95-96
Computational modeling research, 14
Computer language tasks, 41, 43, 48, 53
Computer programming experts, 21
Computer-Supported Intentional Learning Environments (CSILE), 207-208,
209, 215
Computer technology
applications, xix, 231-232, 235
classroom communications systems, 170
classroom-community connections, 70, 195-196, 197,
212-214, 231, 235
curriculum innovations, 4, 56, 195-201, 232
feedback through, 166, 170, 204-212, 231
importance, 194-195, 217-218
research recommendations, xxiii, 239-240
scaffolds and scaffolding, 56, 201-204, 231
teacher learning opportunities, 182, 183, 186,
214-217, 231
tools, 56, 62, 195, 201-204, 231-232
tutoring environments, 166, 209-212, 213
Conceptions of learning, changes in, xi-xii
Concepts
knowledge organized around, 9, 21, 24, 26, 30-32, 37,
169-170
representations of, 51, 53-54
Conceptual change. See also Preconceptions
science, 167-168, 172-174, 175
understanding, 58-59
Conceptual learning, 48, 153-154
conceptual structures, 9, 21, 24, 26, 28, 30-32, 37,
47, 53-54, 75, 169-170
Conditionalized knowledge, 30-32, 37, 47-48, 50, 185
Consciousness studies, 6
Constructivism, 10-11, 180, 183, 187
Content knowledge. See Subject-matter (discipline) knowledge
Content-process assessment framework, 131-132
Context
and access to knowledge, 9, 30-32, 37, 65
and language development, 82-83
and transfer of learning, 41, 50-51, 52, 66, 173
Contextualized reasoning, 62-63, 66
Contrasting-cases strategy, 48, 66
Conversational learning, 97-98, 208, 213-214
Cooperative learning, 180
Counting, 59, 66, 71, 79, 80, 86-87, 88, 153-154, 155, 157, 184, 225,
228
Cultural practices
and children's learning, 96-99, 101
classroom norms and, 134-135
communications, 61, 96-99, 101
misinterpretation of, 139
sensitivity of teachers to, 121-122, 123-124, 141
transfer of learning and, 4, 59-61, 66, 97-99
Curricula
computer-based innovations, 4, 56, 195-201
design approaches, 30, 31, 126-127, 141
limitations of traditional approaches, 124-125, 126,
127
multiple-intelligences basis, 89
with real-world contexts, 57, 62-64, 157, 159, 195-201
scope and sequence charts, 126
|
|
|
| |
D |
|
| |
|
Dade Academy of the Teaching Arts, 186
Dart-throwing experiments, 44
Dendritic fields, 104
Descriptive Review, 186
Developmental psychology, 70-72, 79
Dewey, John, 63, 120, 135
Diagnostic teaching, 122-123
Diagraming by experts, 26
Discourse, classroom, 60, 123, 171, 175, 187, 192
Doctrine of formal discipline, 39
Dodgson, C.L. (Lewis Carroll), 93-95
|
|
|
| |
E |
|
| |
|
Eavesdropping, 97-98
Education
goal changes, 4-5, 119-121
science of learning and, 4-5,
13-14
teacher preservice, 188-191, 192, 216, 217
Elaboration, 84
Entity theories, 90
Environments for learning, 4
alignment of goals, 139-140, 142
assessment-centered, xvii, 127-132, 142, 176, 184-185
and brain development, 107
community-centered, xvii, 132-137, 142, 176, 185-187
educational goal changes, 119-121
interconnected components, 121, 122, 124, 126, 142,
235
knowledge-centered, xvii, 124-127, 141, 176, 182-183
language development and,
81-83
learner centered, xvi-xvii, 121-124, 126, 141, 176,
180-182, 200-201
for teachers, 4, 180-187
television, 137-139
Ethnography, 15, 98-99
Exercise, and brain development, 105-107, 108
Experiences
and brain development, 105-107, 108, 109, 112-113,
114-115
prior, and transfer of learning, 41, 42-43, 56-61, 66
Expert performance
adaptive, 33-36, 38, 49, 61, 121, 128
content knowledge and, 33, 38, 144, 145, 147, 149,
151-152, 154, 176
context and access to knowledge, 9, 30-32, 37, 65
metacognition and, 35-36, 38
organization of knowledge, 4, 24-30, 33, 36, 37, 38,
44, 113, 124, 127, 143, 225-226, 227
pattern recognition, 20-24, 32, 36, 38, 44
principles of, xii-xiii, 19, 36-38
retrieval of knowledge, 20-21, 32, 37, 38, 44
segmentation of perceptual fields, 24
talent and, 46
teaching ability, 4, 21, 24, 25, 32-33, 34, 37-38,
143-145, 147-149, 176, 216-217, 228, 230
time investment for, 44, 46, 227
Extracurricular clubs and organizations, 137, 233-234
|
|
|
| |
F |
|
| |
|
Family
internet linkages with schools, 212-213
learning environment, 91-92, 96-99, 100-101, 136-137,
141, 142, 234
Feedback, 47
assessments with, 31, 128-129, 142, 232
computer technology, 166, 170, 204-212
importance, 65-66
interactive lectures, 168, 175, 207
peer, 207-208, 210-211
teacher learning from, 184-185, 191
tutoring environments, 165-166, 209
types of, 146, 148-149
Fish Is Fish, 10-11, 58, 124
Formative assessments, 128-129, 130, 140, 142, 155, 205, 207
Functional magnetic resonance imaging, 103, 112, 113
|
|
|
| |
G |
|
| |
|
GenScope Project, 204
Geographic information systems, 203
Geometry, 12, 45, 126, 158, 212
Geometry Tutor, 212
Global Lab, 197, 208
Grading practices, 134
|
|
|
| |
H |
|
| |
|
Hamlet, 34
Hawaiian children, 96, 123
Heuristic problem-solving strategy, 55-56
Hippocampus, 112
History, 120
curricula (existing), 124
dates-facts teaching method, 145, 146, 148-149
debating evidence, 149-151
experts, 26, 29-30, 35, 146
interpreting events, 146
teachers' differing views of, 146, 148-149
teaching, 145-152, 229-230
Holmes Group, 188
HumBio Project, 215
|
|
|
| |
I |
|
| |
|
Ideal student initiative, 88
Impetus theory, 58
Incremental theories, 90
Infant cognition
active learning, 10
assessment methods, 67, 70-72
biological causality, 76
habituation paradigm, 71, 72, 73-74, 76, 79
language, 61, 79, 81, 92
memory, 71
non-nutritive sucking, 71
number concepts, 77, 79
physical concepts, 72-76
schema use, 75
social interactions and, 91
theories of, 67-70
transfer of learning, 75
visual expectation, 71, 75, 79
Inferencing processes, 112, 226
Information processing theories, 68, 79, 83-84
Information systems design, 33-34
Initial learning. See also Preconceptions
assessment of, 43, 44, 45
elements that promote, 41, 43-49
memorization and, 43-44, 45
monitoring and feedback, 46-48
motivation and, 48-49
tests of, 54
time allowed for, 44, 46
and transfer of learning, 39, 41, 43-49, 54, 56, 65,
191
understanding and, 43-44, 45
Inquiry-based instruction, 11-12, 56, 95, 98-99, 144-145, 205
Institute for Research on Learning, 201
Instruction
abstract, 53-54
and brain development, 109-111
bridging strategy, 167, 168, 175
case-based, 50, 52
changes in methods, 120-121
coaching technique, 30, 56, 165-166, 168-170, 210-211
cognitively guided, 90-99, 126, 185, 228
conceptual change strategies, 167-168
direct or lecture forms, 59
fluency development, 32
inquiry-based, 11-12, 56, 95, 98-99, 144-145, 205,
216-217
interactive, 167-168, 170, 175, 197, 204, 207
in large classes, 170, 207
metacognitive approaches, 12, 55-56, 66, 128, 205
modeling, 55, 56, 173
pattern recognition, 32
problem-based, 50, 51, 52
progressive formalization, 125-126, 127
prompting technique, 54
scaffolding, 55, 56
strategic development and, 88-89
time, 46
video archives, 216-217
Instructional design, 30, 31, 126-127, 141
Intelligence. See also Multiple intelligences
children's conceptions of, 70, 89-90
Internet, 197, 208, 212-214, 215-216
Inuits, 134
|
|
|
| |
J |
|
| |
|
Japanese
classroom culture, 135
language development, 109-110
sushi experts, 33
Jasper Woodbury Problem Solving Series, 196, 197, 198-199, 204-205
|
|
|
| |
K |
|
| |
|
Kamehameha School, 123
KEEP program, 96
Kids as Global Scientists research project, 214, 216
Knowing, theory of, 11
Knowledge. See also Organization of knowledge
access to, 9, 30-32, 37, 65
conditionalized, 30-32, 37, 47-48, 50, 185
content, 33
cultural, 60
environments for learning, 124-127, 141, 176, 182-183
expertise and, 4, 9, 24-32, 33, 36, 37, 113
facets, 169-170
pedagogical content, 33
pre-existing, 10-12, 57, 66
representations, 53-54, 66; see also Schemas
retrieval fluency, 20-21, 32, 37
Knowledge Forum, 207
|
|
|
| |
L |
|
| |
|
Labeling, 92, 95
LabNet Project, 186, 215
Language development
and abstract thought, 67
adult-infant interactions, 61, 92
and brain development, 109-112, 115
context and, 82-83
cultural differences in, 97-98, 123-124
early, 4, 61, 79-83, 90, 100
eavesdropping and, 97-98
environments for learning and, 81-83
sign language, 110-111
situated, 82, 97
story-telling, 61, 93, 96
Learner centered environments, 121-124, 126, 141, 176, 180-182, 200-201
Learning-oriented learners, 49
Learning theories, xii, xvi, 3, 14, 36, 39, 41, 51, 53, 119, 187, 191,
192
assessment linked to, 130-132
infants' capabilities, 67-70
Learning Through Collaborative Visualization (CoVis) Project, 200, 203,
209
Levin, James, 215-216
Literacy, changes in definition of, 120, 121
Little Planet Literacy Series, 202
Literature, teaching, 34
LOGO programming experiment, 41, 43, 48
|
|
|
| |
M |
|
| |
|
Math Their Way, 182
Mathematics, 120
algebra, 46, 51, 53, 125-126, 186, 201-202, 213
assessments, 129, 198-199
attitudes about, 198-199
calculus, 54
children's knowledge of, 12, 57, 59, 79, 80, 100,
125-126, 184, 228-229
computer-based tools and scaffolds, 201-204, 213, 215,
217
contextualized reasoning, 62-64
counting-based arithmetic, 66, 86-87
curricula (existing), 125
experts, 21, 29, 38
fractions, 59, 60, 62, 79, 100
girls' participation in, 133
guided discussion, 156-158, 228
instruction time, 46
Jasper Woodbury series, 196, 197, 198-199
Math Their Way curriculum, 182
model-based reasoning, 158-159, 203, 228
multiplication, 153-154, 155
negative numbers, 154, 156
number concepts, 4, 79, 80, 100
PUMP curriculum, 213
real-world applications, 57, 62-64, 157, 159, 201-202,
213
software tools, 201-202
standards, 124
strategic activities, 86-87
teacher learning opportunities, 182, 183, 185, 186
teaching, 38, 50, 51, 55-56, 96, 125-126, 129, 152-159
transfer of competence, 53
video archives, 216-217
Mathematics in Context, 124
Mathematics Learning project, 215
Mathline, 186
Measures of learning, 39, 65, 66, 128. See also Assessments
Medawar, Peter, 171
Medial frontal cortex, 106
Memorization, 8-9
assessments based on, 9, 128, 129, 140, 177
and transfer of learning, 43-44, 45, 47, 65, 228
Memory. See also Organization of knowledge; Retrieval of
knowledge
and brain processes, 112-114
children's capacity, 46, 83-84
declarative, 112
experiments, 22-23
false, 113
infants, 71
procedural, 112
short-term, 21, 22-23, 46
strategies, 84-85
synaptic connections and, 105
Metacognition
children's learning and, 35, 70, 85-86
defined, 12, 35
expertise and, 35-36, 38
instruction approaches, 12, 55-56, 66, 125, 128, 205
Methodologies, learning assessment
graduated prompting, 54
infants, 67, 70-72
research recommendations, xxi, 237-238
think-aloud, 20, 172
standardized tests, 120
Microgenetic studies, 88
Microworlds, interactive computer, 204
Middle School Mathematics Through Application Projects, 201-202
Minds on Physics, 181, 182-183
Misconceptions, 66, 166-167, 173-174, 175
about brain development, 102
cultural, 139
science, 58, 167-168, 206, 217, 229
about teaching, 144, 151, 176
Model-based learning, 10, 51, 55-56, 154, 156, 158-159, 203, 228
Modeling, 55, 56
computational modeling research, 14
technology-based tools, 203, 204
Model-It, 204
Monitoring of learning, 46-47, 55-56, 66
Motivation to learn
achievement/competence, 49, 90, 91, 200-201
behaviorism, 6
children's, 49, 65, 89-90, 100
competence, 48
computer technology and, 198-199, 200-201, 212, 215
learning orientation and, 49
performance orientation and, 49
social opportunities and, 49
Motor skills, 44, 53, 107, 109
Multiple-choice tests, 128
Multiple intelligences, 70, 89
Multiple strategies concept, 86-89
Multiplication, teaching, 153-154
|
|
|
| |
N |
|
| |
|
National Commission on Teaching and America's Future, 190
National Research Council, 126
National Science Foundation, 180
Navajos, 134
Neostriatum, 112
Nerve cells, 104, 114
Neural activity, 107-108, 115
Neuroimaging, 103, 112, 113
Non-self-directed learning, 90
Novices
accomplished, 36
experts compared to, 19-38
Numbers
early concepts, 4, 77-79, 80, 100
negative, 154-156
rational, 59, 60, 62, 79, 100
|
|
|
| |
O |
|
| |
|
Observational learning, 97, 134
Oral skills, oral tradition, 61, 93, 96
Organization of knowledge, 4
chunking/clustering technique, 20-21, 26, 40, 84-85
cognitive activity and, 131-132
conceptual, 9, 26, 30-32, 37, 169-170
experts, 4, 24-30, 33, 36, 37, 38, 44, 113, 124, 127,
143, 225-226
hierarchical structures, 161-165, 204
memory and, xi-xii
in schemas, 21, 24, 26, 28, 47, 53-54
|
|
|
| |
P |
|
| |
|
Parallel distributed processing, 14
Pattern recognition, expertise and, 20-24, 32, 36, 38, 44
Pause times, 26, 37
Pedagogical content knowledge, 33, 38, 143-144, 151-152, 154, 156, 176
action research, 187
teacher learning opportunities, 182, 187
Pedagogy
generic, 182
theory of, 11
Perceptual learning, 48, 68
Performance-oriented learners, 49
Phenomenological primitives, 169
Philadelphia Teachers Learning Cooperative, 187
Phonemes, 109
Photosynthesis, 59-60
Physical causality, 90
Physical concepts, 72-76
children's competencies, 72-76, 90, 100
Physical models, 173
Physics, 11-12
assessments of understanding, 129, 130, 131
calculus and, 54
computer tools, 56, 204, 205, 206, 215
experts, 21, 25-26, 27, 159-160
hierarchical analyses, 160-161
Minds on Physics curriculum, 181, 182-183
misconceptions, 58, 167-168, 206
qualitative strategies, 159-160
teacher learning opportunities, 181, 182-183, 185, 187
teaching strategies, 160-170, 175
Physics Teacher Action Research Group, 187
Physics Teacher Resource Agent Project, 179
Piaget, Jean, 68, 73, 75
Plausibility judgments, 87
Portfolio assessment, 130, 208
Positron emission tomography, 103, 112
Practice
and brain development, 110, 111, 113
enhanced normal, 187
importance of, 41, 83, 165-166
language, 83, 110
monitoring and feedback with, 46-47
time required for, 44, 46
Preconceptions, 10-12, 58-59, 124, 141, 206
Principled conceptual knowledge, 153-154
Prior knowledge, 10-11, 41, 42-43, 56-61, 66
Privileged domains, early competencies, 69-70, 72-83, 90, 100
Problem-based learning, 50, 65
Problem representations, 51, 153-154, 155, 226, 232
Problem solving
collective, 55-56
expert's approach to, xii, 25-26, 27, 29, 31, 38, 44
heuristic, 55-56
hierarchical analysis, 161-165
human need for, 90, 91
trial and error, 6-8
workplace simulations, 197
Procedural facilitation strategy, 55
Professional development. See Teacher learning
Progressive formalization, 125-126, 127
Project GLOBE, 200
Project Rightstart, 79, 88
Project SEED, 183
Project Zero, 186
Prompting, 54, 55
Pueblo Indian children, 97
PUMP curriculum, 213
|
|
|
| |
Q |
|
| |
|
Questions, questioning, question-asking, 11-12, 56, 95, 98-99, 144-145,
205
QUILL network, 215
|
|
|
| |
R |
|
| |
|
Radical behaviorism, 8
Radiology experts, 21
Readiness to learn, 69
Reading, 55, 87, 93-96, 120, 121, 217
Real-world learning
computer technology and, 195-201, 213
mathematics, 57, 62-64, 157, 159, 196, 213
workplace simulations, 197
Reasoning
abstract, 62, 66, 67
analogical, 50, 52, 53-54, 98
causal, 87
contextualized, 62-63, 66
generic, 170
model-based, 158-159, 173, 228
scientific, 87, 174-175
spatial, 87
strategies of children, 87, 126, 141
Reciprocal teaching, 55, 88, 93
Referential communications, 87, 94
Reflection, 12, 85-86, 191
Rehearsal activities, 84, 86, 87
Reminiscing, 96
Representations, 94
cognitive, 53, 132, 133
of concepts, 51, 53-54
virtual models, 203
Research, action, 187-188
Research on learning. See also Science of learning
agenda, 235-236
focus, 5-6
recommendations, xix-xxiii, 236-240
Retrieval of knowledge
chunking technique, 20-21, 26, 40
context of original learning and, 50
cueing, 86
expertise and, 20-21, 32, 37, 38, 44
practice, 86
schematic organization and, 54
|
|
|
| |
S |
|
| |
|
Scaffolding, 55, 56, 92, 96, 170, 201-204, 214
Schemas
infant push-pull, 75
organization of knowledge in, 21, 24, 26, 28, 47,
53-54
Schools
alignment of goals within, 140
as communities, 70, 212-214
transfer of learning to everyday life, 61-65, 66
transparent, 212
Science education, 120-121. See also Biology; Physics
assessment of understanding, 131-132
Chèche Konnen approach, 171-172, 175, 229, 230
coaching technique, 168-170
computer tools, 202, 204, 217
conceptual change, 167-168, 172-174, 175, 217
curricula (existing), 124-125
foundations for, 237
girls' participation in, 133
interactive instruction in large classes, 170
language practices in, 123-124
public policy issues, 202
real-world learning approaches, 200-201, 202
research recommendations, xx-xxi, 237
scientific reasoning, 174-175
standards, 124
strategies, 126, 159-166
student-scientist partnerships, 197, 205
teacher learning opportunities, 181-182, 183
teaching, 159-175
for young and "at risk" children, 126, 171-174
Science of learning
active learning, 12-13
collaborations in, xxii, 238-239
development, 6-8
educational implications, 4-5, 13-14. 221
evolution of, 3-4, 14
methodological research, 237-238
pre-existing knowledge, 10-12
research recommendations, xix-xx, xxii, 236-237
understanding, emphasis on, 8-9
Self-assessment, 12, 128
Self-directed learning, 56, 90
Self-regulation, 85-86, 226
Sense-making approaches, 12, 125, 147-149, 153, 171-172, 175, 186
Sesame Street, 139
Sherlock Project, 210-211
Situated learning, 15, 76, 82, 92, 95-96, 97, 100, 122, 187
SMART Challenge Series, 205, 207
Social interactions, 91, 172
and brain development, 107, 114
caregiver-child, 91-92, 100-101
Social opportunities, and motivations to learn, 49
Social studies, 4, 49, 145, 207
Software, educational, xix, 4, 56, 170, 195-201, 202, 203, 204, 207-208,
209, 215
Spelling, 87
Spines, dendritic, 104
Standardized tests, 120, 128, 129, 138, 177, 198-199, 208
STELLA modeling environment, 204
Stereotyping, 133, 139
Story-telling, 61, 93, 96
Strategic competence, 170
assessment of, 85
children's, 70, 83, 84-86, 100
choosing strategies, 87-89
multiple strategies, 86-89
Stroke victims, 111, 223
Structural knowledge. See Organization of knowledge
Student Conference on Global Warming, 200-201
Subject-matter (discipline) knowledge
and effective teaching, 33, 38, 144, 145, 147, 149,
151-152, 154, 176
teacher learning opportunities, 183, 187, 190-191
Summarization strategy, 84
Summative assessments, 128, 129, 142, 177
SummerMath, 183
Synaptic connections, 104-106, 107-108, 110, 114
|
|
|
| |
T |
|
| |
|
Tabula rasa theory, 67, 68
Taking turns, 55
Teacher learning
action research, 179, 187-188
assessment methods, 185-186
assessment-centered environments, 184-185
certification programs, 185
collaborative group work, 183, 185-187
community-centered environments, 185-187, 192, 215-217
computer technology and, 182, 183, 186, 214-217
environments for, 4, 180-187
feedback from colleagues, 184-185
inservice, 179, 192
knowledge-centered environments, 182-183, 186
learner-centered environments, 180-182
mentoring, 179, 181, 183, 216
opportunities for practicing teachers, 179-180, 192
paid time for, 188
preservice education, 188-191, 192, 216, 217
quality of opportunities, xviii, 180-187
recommendations, xxiii, 240
subject matter, 183, 187, 190-191
and transfer of learning, 191
workshops, 181-182, 192
Teacher Professional Development Institute (TAPPED IN), 216
Teaching. See also Instruction
Chèche Konnen approach, 171-172, 175
cultural sensitivity in, 121-122, 123-124, 141
diagnostic, 122-123
differential views of subject matter, 146
expert, xvii-xviii, 4, 21, 24, 25, 32-33, 34, 37-38,
143-145, 147-149, 176, 216-217, 228, 230-231
goals-practices relationship, 12-13
history, 145-152, 229-230
knowledge of individual learners, 156-158, 231
learner-centered, 121-122
left brain/right brain, 102
mathematics, 38, 152-159, 182, 228-229
memory processes and, 113
misconceptions about, 144, 151, 176
pedagogical content knowledge, xviii, 33, 38, 143-144,
151-152, 154, 156, 176, 182, 230, 231
philosophical traditions of, 189
physics, 160-170, 175
reading, 55
reciprocal, 55, 88, 96
science, 159-175, 179, 181-183, 229, 230
subject-matter expertise, xviii, 144, 145, 147, 149,
151-152, 154, 176, 190-191, 230
by telling, 11, 59
written composition, 55
Technologies. See Computer technology
Television, 70, 83, 137-139
Text-editor experiment, 53, 54
Theoretical problem description, 163-164
Theory of mind, 70, 89-90
ThinkerTools Inquiry Curriculum, 205
Third International Mathematics and Science Study, 30, 125
Thorndike, Edward L., 6-8
Time capsules, 147
Time on task, 44, 46, 65-66, 227
Time to learn, 44, 46, 65-66
Tools
infant use of, 75-76
technology, 56, 62, 201-204
Transfer of learning, 4. See also Teaching
active approaches, 54, 224
conceptual change and, 58-59, 225
conditions of transfer and, xiii, 4, 39, 41, 51-54
context of original learning and, xiii, 41, 50-51, 52,
66, 173, 224
cultural practices and, 4, 59-61, 66, 97-99
defined, 39
determinants of, 223-225, 227
feedback and, 47, 65, 66
flexible, 50-51, 52, 65, 66, 223, 224
by infants, 75
initial learning and, 39, 41, 43-49, 54, 56, 65, 191,
223-224
knowledge base and, 57, 66
measures of, 39, 65
memorization and, xiii-xiv, 39, 43-44, 45, 65
metacognition and, xiv, 55-56, 66
motivation and, 48-49, 65
near, 41
negative, 41, 42-43
passive approaches, 54
practice and, 41, 46-47
previous experiences and, 41, 42-43, 56-61, 66,
224-225
problem representations, 41, 51, 66
from school to everyday life, 61-65, 66
teacher role to students, 214-215
tests, 39
time necessary for, 44-46, 65-66, 224
understanding and, xiii-xiv, 6, 43-44, 45, 58-59,
65-66, 124, 224
Tutoring environments, 166, 209-212, 213
|
|
|
| |
U |
|
| |
|
Understanding
assessment formats, 44, 129, 130, 131
conceptual change, 58-59
contrasting-cases concept, 48
feedback on, 47
learning with, 6, 8-9, 124, 125-126, 127, 128,
168-169, 227
memorization contrasted, 43-44, 45, 47
negative numbers, 154-156
physical causality, 72-76
and problem solving, 29
and transfer of learning, 43-44, 45, 47-48, 58-59,
65-66, 124
U.S. Department of Education, 180, 221
Usefulness of information, 49
|
|
|
| |
V |
|
| |
|
Video-based learning programs, 196-197, 216-217
Visible thinking, 70, 173-174, 208-209
Visual cortex, 104, 105, 106, 108, 109
Visual learning, 53, 203
Voyage of the Mimi, 196
Vygotsky, Lev, 10
|
|
|
| |
W |
|
| |
|
WEBCSILE, 215
Wisconsin Teacher Enhancement Program in Biology, 181-182
Woodrow Wilson Fellows, 179
Word problems, 31, 51, 157, 184
Writing, 55, 120, 183, 202, 210-211, 215
Wundt, Wilhelm, 6
|
|
|
| |
Z |
|
| |
|
Zone of proximal development, 68-69, 70, 96
|
|
|
|
