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Genre/Form: Electronic books
Additional Physical Format: Print version:
National Research Council (U.S.). Committee on How People Learn, A Targeted Report for Teachers.
How students learn. History in the classroom.
Washington, D.C. : National Academies Press, ©2005
(OCoLC)58726616
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Suzanne Donovan; John Bransford; National Research Council (U.S.). Committee on How People Learn, A Targeted Report for Teachers.; National Research Council (U.S.). Division of Behavioral and Social Sciences and Education.
OCLC Number: 326763424
Description: 1 online resource (xiv, 213, 569-615 pages) : illustrations
Contents: Introduction / M. Suzanne Donovan and John D. Bransford --
A fish story --
Learning environments and the design of instruction --
Putting the principles to work in the classroom --
Intent and organization of this volume --
Notes --
References. Putting principles into practice: understanding history / Peter J. Lee --
History and everyday ideas --
Substantive concepts --
History that works --
Notes --
References. Putting principles into practice: teaching and planning / Rosalyn Ashby, Peter J. Lee, and Denis Shemilt --
The reality test --
Working with evidence: Pilgrim fathers and Native Americans --
Working with evidence: The St. Brendan's voyage task --
Appendix 3A: Implications for planning --
Notes --
References. "They thought the world was flat?: applying the principles of How People Learn in teaching high school history / Robert B. Bain --
Where to begin? Transforming topics and objectives into historical problems --
Designing a "history-considerate" learning environment: tools for historical thinking --
Conclusion --
Notes --
References. A final synthesis: revisiting the three learning principles. Pulling threads / M. Suzanne Donovan and John D. Bransford.
Other Titles: History in the classroom
Responsibility: Committee on How People Learn, A Targeted Report for Teachers ; Suzanne Donovan and John D. Bransford, editors.

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