How People Learn: Brain, Mind, Experience, and School: Expanded Edition Paperback
Author: Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice - ISBN: 0309070368 - Language: English - Format: PDF, EPUB
DESCRIPTION
Review
"...this book provides all educators with an excellent framework for understanding conceptual changes in the science of learning..." -- Teaching and Learning in Medicine, Summer 2001
"How People Learn is an important book, which may, in time, become a classic.” -- Education, Communication and Information, Spring 2001
"The findings [in this book] are significant and should be discussed at the highest levels in educational practice." -- Network, April 2001
...exciting new research about the mind and the brain... -- Curriculum Administrator
"How People Learn is an important book, which may, in time, become a classic.” -- Education, Communication and Information, Spring 2001
"The findings [in this book] are significant and should be discussed at the highest levels in educational practice." -- Network, April 2001
...exciting new research about the mind and the brain... -- Curriculum Administrator
About the Author
Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council
DETAILS
- Paperback: 374 pages
- Publisher: National Academies Press; 2 edition (September 15, 2000)
- Language: English
- ISBN-10: 0309070368
- ISBN-13: 978-0309070362
- Product Dimensions: 9.9 x 7 x 0.9 inches
- Shipping Weight: 1.6 pounds (View shipping rates and policies)
- Amazon Best Sellers Rank: #25,786 in Books (See Top 100 in Books)
- #20 in Books > Textbooks > Social Sciences > Psychology > Cognitive Psychology
- #40 in Books > Education & Teaching > Schools & Teaching > Education Theory > Research
- #47 in Books > Education & Teaching > Schools & Teaching > Education Theory > Educational Psychology
REVIEWS
Expanded Edition How People Learn Brain Mind Experience and School Committee on Developments in the Science of Learning John D Bransford Ann L Brown and Suggested Citation National Research Council How People Learn Brain Mind Experience and School Expanded Edition Washington DC The National Academies Press How Customers Think Essential Insights into the Mind of the Market Gerald Zaltman on Amazon com FREE shipping on qualifying offers How to unlock the hidden 95 We all joined this site more or less for this reason to get feedback on our art The whole point of submitting art online is for people to see it and hear what they Meditation is a practice in which an individual trains the mind or induces a mode of consciousness either to realize some benefit or as an end in itself Tinfoil Hat Mind Control and Coercive Psychological Systems by Kevin J Crosby work in progress For the most recent edition of this book please visit Tinfoil HatAn intelligence quotient or IQ is a score derived from one of several standardized tests designed to assess intelligence The abbreviation IQ comes from the Nutrient Power Heal Your Biochemistry and Heal Your Brain and over one million other books are available for Amazon Kindle Learn moreSAMPLE CHAPTERS BY TITLE We are pleased to provide you with introductory chapters from many of our recent books listed below Some files are in Adobe Acrobat PDF POPE DEMANDS LEGITIMATE REDISTRIBUTION OF WEALTH Pope Francis called Friday for governments to redistribute wealth to the poor in a new spirit of generosity to
"How People Learn" is both a simple summary of some recent research in the cognitive sciences and an argument for how teaching should be done. This is currently a very popular topic in the educational industry, as educators look for justification in the cognitive literature for the rather ad-hoc educational theories of the past 40 or 50 years. Most of this volume is devoted to a fairly low-level- let's say High School level- review of selected literature form the cognitive and neuropsychological literature of the last few decades, and as far as it goes, it's not bad. It's spotty, certainly, and musch of it is very old, but the lay reader will still find much of it interesting and informative.
But the final chapter- Conclusions- is a tremendous disappointment, at least for this reader. Half the conclusions offered are so simple, and so obvious, as to be laughable. The other half are either contradictory or simply unjustified.
Consider this gem: "Transfer and wide application of learning are most likely to occur when learners acheive an organized and coherent understanding of the material; when the situations for transfer share the structure of the original learning; when subject matter has been mastered and practiced; when subject domains overlap and share cognitive elements; when instruction includes specific attention to underlying principles; and when instruction specifically emphasizes transfer."
Translated, that means that people can best use things they learn when they've learned them very well, that practice helps, and that it helps to learn something in a way similar to how you're going to use it.
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