How students learn History, mathematics, and the science in the classroom
How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on...
Uloženo v:
| Hlavní autoři: | , , |
|---|---|
| Médium: | E-kniha Kniha |
| Jazyk: | angličtina |
| Vydáno: |
Washington, DC
National Acad. Press u.a
2005
National Academies Press Natl Academy Press Publications Sales Office The National Academies Press |
| Vydání: | 1 |
| Témata: | |
| ISBN: | 0309089484, 9780309089487, 0309074339, 0309089492, 9780309089500, 9780309074339, 0309089506, 9780309089494 |
| On-line přístup: | Získat plný text |
| Tagy: |
Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
|
| Abstract | How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning.
How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn . Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.
Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.
The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities.
How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. |
|---|---|
| AbstractList | How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.Organized for utility, the book explores how the principles of learning can be applied in science at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.This book discusses how to build straightforward science experiments into true understanding of scientific principles. It also features illustrated suggestions for classroom activities. How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning. How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn . Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness. Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume. The book explores the importance of balancing students' knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities. How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about children's education. How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their everyday lives? In this volume, practical questions that confront every classroom teacher are addressed using the latest exciting research on cognition, teaching, and learning.How Students Learn: History, Mathematics, and Science in the Classroom builds on the discoveries detailed in the bestselling How People Learn. Now, these findings are presented in a way that teachers can use immediately, to revitalize their work in the classroom for even greater effectiveness.Organized for utility, the book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction. Their recounting of personal teaching experiences lends strength and warmth to this volume.The book explores the importance of balancing students knowledge of historical fact against their understanding of concepts, such as change and cause, and their skills in assessing historical accounts. It discusses how to build straightforward science experiments into true understanding of scientific principles. And it shows how to overcome the difficulties in teaching math to generate real insight and reasoning in math students. It also features illustrated suggestions for classroom activities.How Students Learn offers a highly useful blend of principle and practice. It will be important not only to teachers, administrators, curriculum designers, and teacher educators, but also to parents and the larger community concerned about childrens education. |
| Audience | Elementary Secondary Education High Schools Middle Schools Elementary Education |
| Author | Bransford, John D. National Research Council (U.S.). committee on how people learn, a targeted report for teachers Donovan, Suzanne M. |
| Author_xml | – sequence: 1 fullname: National Research Council (U.S.). committee on how people learn, a targeted report for teachers – sequence: 2 fullname: Donovan, Suzanne M. – sequence: 3 fullname: Bransford, John D. |
| BackLink | http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=794550$$DAccess content in the German Education Portal https://cir.nii.ac.jp/crid/1130000795235026688$$DView record in CiNii http://eric.ed.gov/ERICWebPortal/detail?accno=ED535456$$DView record in ERIC |
| BookMark | eNqNkj1PIzEQho04EARCQYUQBcVJJ6QL2DP-LCHk4CSka5AoLa_XFkuW3bBOQPfv8WZRalx4ZL_PjMevPSI_mrYJhBwxeskUgLxilIHcImOjNEVqBFdG4jYZ9QuqDdd8h4yAUk5BApe7ZN8AgkLJ5B4Zp_RC84Cca8Q-Ob5vP87TclWGZpnO6-C65pDsRFenMP6KB-Tpz-xxej95-Hf3d3r9MHGMccHMxETuQDHghWTeCBqjol7QUEYBPrICKWMogHvAvK-RFQqixljqwumyNHhAfg-VV01IvrV9KFtvXTe3XAOgXcS-Waa44DLjFwPu0jx8pOe2Xib7XoeibefJbuzQVMB32d6677EMkWLfw9nAhq7ydtFVr677b2e3AgUXvfxrkBdd-7YKaWnXVXx2t3O1nd1MEZXS6wZ_DmRTVdZX_Zzd6m-rTJZFfjypdcZOvjCXNsetf0CWTgeprBZxoynDhaD4CS78mts |
| ContentType | eBook Book |
| Copyright | 2005 |
| Copyright_xml | – notice: 2005 |
| CorporateAuthor | National Research Council Division of Behavioral and Social Sciences and Education Committee on How People Learn, A Targeted Report for Teachers |
| CorporateAuthor_xml | – name: National Research Council – name: Committee on How People Learn, A Targeted Report for Teachers – name: Division of Behavioral and Social Sciences and Education |
| DBID | 9S6 N87 RYH 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN AEWAE |
| DEWEY | 370.15/23 |
| DOI | 10.17226/10126 |
| DatabaseName | FIS Bildung Literaturdatenbank National Academies Press Free eBooks CiNii Complete ERIC ERIC (Ovid) ERIC ERIC ERIC (Legacy Platform) ERIC( SilverPlatter ) ERIC ERIC PlusText (Legacy Platform) Education Resources Information Center (ERIC) ERIC UNESDOC – UNESCO Digital Library |
| DatabaseTitle | ERIC |
| DatabaseTitleList | ERIC |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISBN | 9780309547963 0309547962 9780309133036 0309133033 0309548055 9780309548052 |
| ERIC | ED535456 |
| Edition | 1 |
| Editor | John D. Bransford M. Suzanne Donovan |
| Editor_xml | – fullname: John D. Bransford – fullname: M. Suzanne Donovan |
| ExternalDocumentID | ark_48223_pf0000174546 9780309548052 9780309547963 9780309133036 ED535456 EBC3377852 BA70668236 10126 794550 |
| GroupedDBID | 089 38. 9S6 A4J AABBV ABARN ACLGV ADVEM AERYV AJFER ALMA_UNASSIGNED_HOLDINGS AZZ BBABE CUESX CZZ EBSCA FEAQG GDRSO HF4 IVK IVQ JJU NM7 PLCCB PQEST PQQKQ PQUKI ABQPQ ACEEQ AHWGJ N87 RQV RYH 7SW BJH BNH BNI BNJ BNO ERI PET REK WWN -VX ABMRC DUGUG XI1 AEWAE |
| ID | FETCH-LOGICAL-a114519-9f4a27124b61c950ff70c50edf52cf1b30113524c230c5831b72f83fd8ba8dd93 |
| ISBN | 0309089484 9780309089487 0309074339 0309089492 9780309089500 9780309074339 0309089506 9780309089494 |
| IngestDate | Wed Nov 26 01:03:57 EST 2025 Thu Apr 17 09:29:21 EDT 2025 Fri Nov 08 03:26:03 EST 2024 Tue Dec 02 16:45:49 EST 2025 Wed Nov 26 03:03:14 EST 2025 Fri Jun 27 00:31:10 EDT 2025 Thu Oct 02 21:01:39 EDT 2025 Thu May 25 13:42:41 EDT 2023 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | false |
| IsScholarly | false |
| LCCN | 2004026246 |
| LCCallNum_Ident | LB1060.N38 2005 |
| Language | English |
| LinkModel | OpenURL |
| MergedId | FETCHMERGED-LOGICAL-a114519-9f4a27124b61c950ff70c50edf52cf1b30113524c230c5831b72f83fd8ba8dd93 |
| Notes | Includes bibliographical references and index "Division of behavioral and social sciences and education" --T.p. Chapter bibl. |
| OCLC | 923273616 |
| OpenAccessLink | https://nap.nationalacademies.org/10126 |
| PQID | EBC3377852 |
| PageCount | 632 |
| ParticipantIDs | unesco_unesdoc_ark_48223_pf0000174546 askewsholts_vlebooks_9780309548052 askewsholts_vlebooks_9780309547963 askewsholts_vlebooks_9780309133036 eric_primary_ED535456 proquest_ebookcentral_EBC3377852 nii_cinii_1130000795235026688 nas_primary_10126 dipf_primary_794550 |
| PublicationCentury | 2000 |
| PublicationDate | 2005 20050426 c2005 2005-00-00 2004-12-23 2004-09-29 2004-12-28 |
| PublicationDateYYYYMMDD | 2005-01-01 2005-04-26 2004-12-23 2004-09-29 2004-12-28 |
| PublicationDate_xml | – year: 2005 text: 2005 |
| PublicationDecade | 2000 |
| PublicationPlace | Washington, DC |
| PublicationPlace_xml | – name: Washington, DC – name: Washington, D.C – name: US |
| PublicationYear | 2005 2004 |
| Publisher | National Acad. Press u.a National Academies Press Natl Academy Press Publications Sales Office The National Academies Press |
| Publisher_xml | – name: National Acad. Press u.a – name: National Academies Press – name: Natl Academy Press Publications Sales Office – name: The National Academies Press |
| SSID | ssj0000280395 ssj0001178424 ssj0000280396 ssj0000173577 ssj0000280397 ssib011215624 ssib036138745 ssib036138746 |
| Score | 2.521774 |
| Snippet | How do you get a fourth-grader excited about history? How do you even begin to persuade high school students that mathematical functions are relevant to their... How Students Learn: Science in the Classroom builds on the discoveries detailed in the best-selling How People Learn. Now these findings are presented in a way... |
| SourceID | unesco askewsholts eric proquest nii nas dipf |
| SourceType | Aggregation Database Index Database Publisher |
| SubjectTerms | Aufsatzsammlung Class Activities Classroom management Curriculum Development Curriculum planning Elementary School Curriculum Geschichtsunterricht History Instruction Learning Learning Processes Learning, Psychology of Mathematics Instruction Mathematikunterricht Naturwissenschaftlicher Unterricht primary school mathematics primary school science Science Experiments Science Instruction Scientific Principles Secondary School Curriculum secondary school mathematics secondary school science |
| Subtitle | History, mathematics, and the science in the classroom |
| TableOfContents | FrontMatter -- Preface -- Contents -- 1 Introduction -- Part I HISTORY -- 2 Putting Principles into Practice: Understanding History -- 3 Putting Principles into Practice: Teaching and Planning -- 4 "They Thought the World Was Flat?" Applying the Principles of How People Learn in Teaching High School History -- Part II MATHEMATICS -- 5 Mathematical Understanding: An Introduction -- 6 Fostering the Development of Whole-Number Sense: Teaching Mathematics in the Primary Grades -- 7 Pipes, Tubes, and Beakers: New Approaches to Teaching the Rational-Number System -- 8 Teaching and Learning Functions -- Part III SCIENCE -- 9 Scientific Inquiry and How People Learn -- 10 Teaching to Promote the Development of Scientific Knowledge and Reasoning About Light at the Elementary School Level -- 11 Guided Inquiry in the Science Classroom -- 12 Developing Understanding Through Model-Based Inquiry -- A FINAL SYNTHESIS: REVISITING THE THREE LEARNING PRINCIPLES -- 13 Pulling Threads -- Biographical Sketches of Committee Members and Contributors -- Index |
| Title | How students learn |
| URI | http://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=794550 https://nap.nationalacademies.org/10126 https://cir.nii.ac.jp/crid/1130000795235026688 https://ebookcentral.proquest.com/lib/[SITE_ID]/detail.action?docID=3377852 http://eric.ed.gov/ERICWebPortal/detail?accno=ED535456 https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9780309133036 https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9780309547963 https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9780309548052 https://unesdoc.unesco.org/ark:/48223/pf0000174546 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwtV1Bb9MwFLZo4cBOYwwRYMhCcFsgjuM64cjoxAEqDhPsFtlOLEUbadV0Y9qv33uO47Vl0uDAxa2dqLL8uX7fs5_fR8hbvPyIljNmE6HjTMs6VlzkccWsMFrrQjkdsh9f5WyWn54W3702X-fkBGTb5ldXxeK_Qg1tADZenf0HuMOPQgN8B9ChBNih3GLEoeplfua_XbZYd2fNqUGgu98nFHZD-SukaO2GoM3hVo-PdjQDlw78do6iqX2873tYZa5Vu3EO70hvNcT03kYQD_sIYmsfAWflbNh_9LH5dbcRCNL7nHgmg7yjz0H0xwos07TfDWDpHSmut0xPCAhUy7MyA67Cy4V1Bw4yE9lkREbgDY3JQzDR029h6wyecuGvz7o6KmwVwp3FD33zuZVC3ctKYe8-uL7tkB3VnYEhASOzwpyvVbOwIeh91KoOy6bZ9DwuwP6YdQZyskvGeCvlCXlQt3sote3Dcp6SY4CdDrBTB_tH6kE_pGuQH1IAnHrAadNSeEID4Pvk5_H05OhL7MUxYsVQXbmIC5upVAI_0xNmCpFYKxMjkrqyIjWWaVy6gV5nBrxMI3LOtExtzm2Va5VXVcGfkXE7b-vnhKbKJJrpQoK3DCt6qhPAf8Jrw3SW2omKyJu1wSovz91Jflf6IWYcidA9L4lMwmJ_70sosRGRPUSjXPQJV0qwGeBIR2QfwQmt08-CI_-PyC6gFZoduhE5AOxK02DJ8MgWuHAhUi4SYKR5HhE6oFq6HvhQ6HL66YhzKXPsxLse7RI_UKPn7kn64i_fe0ke3_7tXpHxanlRH5BH5nLVdMvXfo7fALWykjo |
| linkProvider | ProQuest Ebooks |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Abook&rft.genre=book&rft.title=How+students+learn%3A+history%2C+mathematics%2C+and+science+in+the+classroom&rft.au=Donovan%2C+M.+Suzanne&rft.au=Bransford%2C+John%2C+D&rft.date=2005-01-01&rft.pub=The+National+Academies+Press&rft.isbn=9780309074339&rft_id=info:doi/10.17226%2F10126&rft.externalDBID=n%2Fa&rft.externalDocID=ark_48223_pf0000174546 |
| thumbnail_m | http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97803091%2F9780309133036.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97803095%2F9780309547963.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Fvle.dmmserver.com%2Fmedia%2F640%2F97803095%2F9780309548052.jpg http://cvtisr.summon.serialssolutions.com/2.0.0/image/custom?url=https%3A%2F%2Funesdoc.unesco.org%2Fin%2Frest%2FThumb%2Fimage%3Fid%3Dp%3A%3Ausmarcdef_0000174546%26mat%3DBKS |