skip to content
How people learn : brain, mind, experience, and school Preview this item
ClosePreview this item
Checking...

How people learn : brain, mind, experience, and school

Author: John Bransford; National Research Council (U.S.). Committee on Developments in the Science of Learning.; National Research Council (U.S.). Committee on Learning Research and Educational Practice.
Publisher: Washington, D.C. : National Academy Press, ©2000.
Edition/Format:   Book : English : Expanded edView all editions and formats
Database:WorldCat
Summary:
When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of  Read more...
Rating:

based on 1 rating(s) 0 with reviews - Be the first.

Subjects
More like this

 

Find a copy online

Find a copy in the library

&AllPage.SpinnerRetrieving; Finding libraries that hold this item...

Details

Genre/Form: Electronic books
Additional Physical Format: Online version:
How people learn.
Washington, D.C. : National Academy Press, ©2000
(OCoLC)606534078
Online version:
How people learn.
Washington, D.C. : National Academy Press, ©2000
(OCoLC)607772065
Material Type: Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: John Bransford; National Research Council (U.S.). Committee on Developments in the Science of Learning.; National Research Council (U.S.). Committee on Learning Research and Educational Practice.
ISBN: 0585321078 9780585321073 0309070368 9780309070362
OCLC Number: 44493144
Description: x, 374 pages : illustrations ; 27 cm
Contents: Learning : from speculation to science --
How experts differ from novices --
Learning and transfer --
How children learn --
Mind and brain --
The design of learning environments --
Effective teaching : examples in history, mathematics, and science --
Teaching learning --
Technology to support learning --
Conclusions --
Next Steps for Research.
Responsibility: John D. Bransford [and others], editors ; Committee on Developments in the Science of Learning and Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and Education, National Research Council.
More information:

Abstract:

Offers research about the mind and the brain that provides answers to a number of compelling questions. This book uses exemplary teaching to illustrate how approaches based on what we now know result  Read more...

Reviews

User-contributed reviews
Retrieving GoodReads reviews...
Retrieving DOGObooks reviews...

Tags

All user tags (3)

View most popular tags as: tag list | tag cloud

Confirm this request

You may have already requested this item. Please select Ok if you would like to proceed with this request anyway.

Linked Data


<http://www.worldcat.org/oclc/44493144>
library:oclcnum"44493144"
library:placeOfPublication
library:placeOfPublication
owl:sameAs<info:oclcnum/44493144>
rdf:typeschema:Book
rdfs:seeAlso
schema:about
schema:about
schema:about
schema:about
rdf:typeschema:Intangible
schema:name"Pädagogische Psychologie."
schema:about
rdf:typeschema:Intangible
schema:name"Apprentissage--Aspect social."
schema:about
schema:about
schema:about
schema:about
rdf:typeschema:Intangible
schema:name"Psicología del aprendizaje."
schema:about
schema:about
rdf:typeschema:Intangible
schema:name"Aprendizaje--Aspectos sociales."
schema:about
rdf:typeschema:Intangible
schema:name"Apprentissage, Psychologie de l'"
schema:about
schema:about
schema:about
schema:about
schema:bookEdition"Expanded ed."
schema:contributor
<http://viaf.org/viaf/133655427>
rdf:typeschema:Organization
schema:name"National Research Council (U.S.). Committee on Learning Research and Educational Practice."
schema:sameAs<http://id.loc.gov/authorities/names/n00088749>
schema:contributor
schema:contributor
<http://viaf.org/viaf/142077021>
rdf:typeschema:Organization
schema:name"National Research Council (U.S.). Committee on Developments in the Science of Learning."
schema:sameAs<http://id.loc.gov/authorities/names/n98100251>
schema:datePublished"2000"
schema:datePublished"©2000"
schema:description"When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of science as significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture of what people see and absorb. How People Learn examines these finding and their implication for what we teach, how we teach it, and how we assess what our children - and adults - learn. Newly expanded to show how theories and insights can translate into actions and practice, How People Learn makes a real connection between classroom activities and learning behavior."
schema:description"Learning : from speculation to science -- How experts differ from novices -- Learning and transfer -- How children learn -- Mind and brain -- The design of learning environments -- Effective teaching : examples in history, mathematics, and science -- Teaching learning -- Technology to support learning -- Conclusions -- Next Steps for Research."
schema:exampleOfWork<http://worldcat.org/entity/work/id/1110692899>
schema:inLanguage"en"
schema:name"How people learn : brain, mind, experience, and school"
schema:publisher
schema:workExample
schema:workExample
schema:workExample
schema:workExample

Content-negotiable representations

Close Window

Please sign in to WorldCat 

Don't have an account? You can easily create a free account.