How people learn. Brain, mind, experience, and school. Expanded ed.

Sonst. Personen	Bransford, John D. (Hrsg.); Brown, Ann L. (Hrsg.); Pellegrino, James W. (Hrsg.)
Institution	National Research Council (USA) / Committee on Developments in the Science of Learning; National Research Council (USA) / Committee on Learning Research and Educational Practice; National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
Titel	How people learn. Brain, mind, experience, and school. Expanded ed.
Quelle	Washington D.C.: National Academy Press (2000), 374 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 285-348; Illustrationen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monografie
ISBN	0-309-07036-8
DOI	10.17226/9853
Schlagwörter	Lernpsychologie; Lernen; Lernprozess; Lerntheorie; Gehirn
Abstract	First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. (Verlag).
Erfasst von	Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn
Update	2018/4