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How people learn: Brain, mind, experience, and school.
New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum,
Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do.
Preface. Committee on Teacher Education Members. Cooperating University Liaisons. Acknowledgments. About the Authors. 1. Introduction (John Bransford, Linda Darling-Hammond, Pamela LePage). 2.
Doing with Understanding: Lessons from Research on Problem- and Project-Based Learning
An approach to designing, implementing, and evaluating problemand project-based curricula that has emerged from a long-term collaboration with teachers is shared and 4 design principles that appear to be especially important are identified.
A time for telling
Suggestions for improving text understanding often prescribe activating prior knowledge, a prescription that may be problematic if students do not have the relevant prior knowledge to begin with. In
Chapter 3: Rethinking Transfer: A Simple Proposal With Multiple Implications
A belief in transfer lies at the heart of our educational system. Most educators want learning activities to have positive effects that extend beyond the exact conditions of initial learning. They
Rethinking transfer: A simple proposal with multiple implica-tions
It is argued that prevailing theories and methods of measuring transfer are limited in scope; an alternative that complements and extends current approaches is proposed, and its implications for education are sketched.
How students learn : history, mathematics, and 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,