Applying cognitive science to education: thinking and learning in scientific or other complex domains
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge, Mass. [u.a.]
MIT Press
2008
|
| Schriftenreihe: | A Bradford book
|
| Schlagworte: | |
| Online-Zugang: | Table of contents only Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVIII, 471 S. Ill., graph. Darst. |
| ISBN: | 9780262182638 |
Internformat
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| 010 | |a 2007006486 | ||
| 020 | |a 9780262182638 |c hardcover : alk. paper |9 978-0-262-18263-8 | ||
| 035 | |a (OCoLC)644325855 | ||
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| 245 | 1 | 0 | |a Applying cognitive science to education |b thinking and learning in scientific or other complex domains |c Frederick Reif |
| 264 | 1 | |a Cambridge, Mass. [u.a.] |b MIT Press |c 2008 | |
| 300 | |a XVIII, 471 S. |b Ill., graph. Darst. | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a A Bradford book | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Cognitive learning | |
| 650 | 4 | |a Cognitive science | |
| 650 | 4 | |a Education | |
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Erziehung | |
| 650 | 4 | |a Cognitive learning | |
| 650 | 4 | |a Learning, Psychology of | |
| 650 | 4 | |a Cognitive science | |
| 650 | 4 | |a Education | |
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Datensatz im Suchindex
| _version_ | 1804137782605512704 |
|---|---|
| adam_text | Contents
Preface
xiii
1 BASIC ISSUES
1
Ί
Performance, Learning, and Teaching
3
1.1
Thinking about thinking
3
1.2
Basic issues
4
1.3
Importance of these issues
5
1
A Structure of the book
8
2
Intellectual Performance
11
2.1
Description of performance
11
2.2
Performance in complex domains
13
2.3
Characteristics of good performance
15
2.4
Analysis of performance
18
2.5
Analysis of good performance
21
2.6
Comparisons and overview
23
2.7
Summary
26
II GOOD PERFORMANCE
27
HA Usability
29
3
Important Kinds of Knowledge
31
3.1
Declarative and procedural knowledge
32
3.2
Comparative advantages and disadvantages
33
3.3
Uses of declarative and procedural knowledge
34
3.4
Condition-dependent knowledge
37
3.5
Educational implications
38
3.6
Summary
41
viii Contents
4
Specifying and Interpreting Concepts
43
4.1
Knowledge and concepts
44
4.2
Types of concepts
47
4.3
Kinds of concept specifications
51
4.4
Scientific importance of concept specifications
54
4.5
Educational implications
57
4.6
Summary
59
5
Interpreting Scientific Concepts
61
5.1
Students interpretation of the concept acceleration
62
5.2
Motion and the concept of acceleration
66
5.3
Specification of acceleration
69
5.4
Causes of interpretation deficiencies
71
5.5
Requirements for usable concept knowledge
77
5.6
Educational implications
80
5.7
Summary
83
6
Managing Memory
85
6.1
Properties of human memory
86
6.2
Basic memory processes
88
6.3
Practical memory management
94
6.4
Educational implications
98
6.5
Summary
100
Il-B Effectiveness
101
7
Methods and Inferences
103
7.1
Methods and procedures
104
7.2
Specification of procedures
106
7.3
Making inferences
109
7.4
Educational implications
113
7.5
Summary
116
8
Describing Knowledge
119
8.1
Descriptions and their referents
120
8.2
Alternative descriptions
122
8.3
Characteristics of different descriptions
126
8.4
Complementary use of different descriptions
129
8.5
Educational implications
132
8.6
Summary
136
9
Organizing Knowledge
137
9.1
Importance of knowledge organization
138
9.2
Some forms of knowledge organization
139
9.3
Dealing with large amounts of knowledge
142
Contents
9.4 Knowledge
elaboration
143
9.5
Hierarchical knowledge organization
145
9.6
Examples of hierarchical knowledge organizations
149
9.7
Educational implications
155
9.8
Summary
161
I
I
-С
Flexibility
163
10
Making Decisions
165
10.1
Importance of decision making
166
10.2
Kinds of decisions
168
10.3
Making complex decisions
170
10.4
More refined option assessments
1 73
10.5
Limitations of analytic decisions
177
10.6
Practical decision making
180
10.7
Decisions in scientific domains
183
10.8
Educational implications
185
10.9
Summary
187
Π
Introduction to Problem Solving
189
11.1
Problem Characteristics
190
11.2
Challenges of improving problem solving
196
11.3
Educational implications
199
11.4
Summary
200
12
Systematic Problem Solving
201
12.1
A useful problem-solving strategy
201
12.2
Describing a problem
204
12.3
Analyzing a problem
207
12.4
Constructing a solution
210
12.5
Examples of solution constructions
214
12.6
Assessing a solution
221
12.7
Exploiting a solution
223
12.8
Educational implications
224
12.9
Summary
227
13
Dealing with Complex Problems
229
13.1
Managing complexity by task decomposition
229
13.2
Planning
231
13.3
Supportive knowledge
235
13.4
Helpful form of solution
237
13.5
Quantitative and qualitative problems
238
13.6
Writing as problem solving
243
13.7
Applying the problem-solving strategy to writing
244
13.8
Educational implications
249
13.9
Summary
252
Contents
HD
Efficiency
255
14
Efficiency and Compiled Knowledge
257
14.1
Importance of efficiency
258
1 4.2
Compiling knowledge
260
14.3
Routine performance
261
14.4
Automatic performance
263
14.5
Benefits and dangers of efficient performance
266
14.6
Educational implications
267
14.7
Summary
269
HE Reliability
271
15
Quality Assurance
273
15.1
Ensuring good quality
274
15.2
Preventing defects
276
15.3
Assessing performance
278
15.4
Improving performance
280
15.5
Metacognition
281
15.6
Educational implications
282
15.7
Summary
284
15.8
Good performance and the instructional challenge
285
III PRIOR KNOWLEDGE
287
16
Unfamiliar Knowledge Domains
289
16.1
Prior knowledge and new learning
290
16.2
Everyday and scientific domains
293
16.3
Contrasting scientific and everyday cognitions
297
16.4
Scientists and students conceptions of science
302
16.5
Educational implications
306
16.6
Summary
308
17
Naive Scientific Knowledge
311
17.1
Characteristics of naive scientific knowledge
312
17.2
Students prior knowledge about science
314
17.3
Naive conceptions about motion
316
17.4
Naive notions about the causes of motion
319
17.5
Force as a cause of motion
322
17.6
Educational implications
327
17.7
Summary
332
Contents
x¡
IV LEARNING AND TEACHING
333
18
Developing Instruction
335
18.1
Instructional development as a problem-solving task
335
18.2
Stages of instructional development
337
18.3
Overview of instructional development
339
18.4
Summary
342
19
Designing the Learning Process: Goals
343
19.1
Describing the learning problem
343
19.2
Analyzing the learning problem
347
19.3
Comparative analysis
354
19.4
Summary
355
20
Designing the Learning Process: Means
357
20.1
Decomposing and sequencing the learning process
357
20.2
Encoding new knowledge
360
20.3
Managing cognitive load
361
20.4
Exploiting useful organization
365
20.5
Ensuring the utility of acquired knowledge
372
20.6
Ensuring the reliability of acquired knowledge
373
20.7
Assessing a learning design
374
20.8
Achieving genuinely good performance
375
20.9
Summary
375
21
Producing Instruction to Foster Learning
377
21.1
Describing the instructional problem
377
21.2
Analyzing instructional needs
380
21.3
Helpful instructional interactions
381
21.4
Managing instruction
384
21.5
Learning by teaching
388
21.6
Assessing instruction
394
21.7
Summary
399
V IMPLEMENTING PRACTICAL INSTRUCTION
401
22
Traditional Instructional Methods
403
22.1
The instructional delivery problem
403
22.2
Lectures
406
22.3
Textbooks
408
22.4
Homework assignments
409
22.5
Small instructional groups
411
22.6
Assessment of instructional delivery
412
22.7
Summary
415
xii
Contents
23
Innovative Instructional Methods
417
23.1
Modified lecture forms
417
23.2
Cooperative learning
420
23.3
Packaged instruction
423
23.4
Technology-supported instruction
428
23.5
Potential benefits of educational technology
432
23.6
Summary
437
24
Some Educational Challenges
439
24.1
Providing more individual learning assistance
439
24.2
Teaching general thinking and learning skills
440
24.3
More scientific approaches to education
443
24.4
More significant educational role of universities
445
24.5
Summary
448
References
451
Index
465
|
| adam_txt |
Contents
Preface
xiii
1 BASIC ISSUES
1
Ί
Performance, Learning, and Teaching
3
1.1
Thinking about thinking
3
1.2
Basic issues
4
1.3
Importance of these issues
5
1
A Structure of the book
8
2
Intellectual Performance
11
2.1
Description of performance
11
2.2
Performance in complex domains
13
2.3
Characteristics of good performance
15
2.4
Analysis of performance
18
2.5
Analysis of good performance
21
2.6
Comparisons and overview
23
2.7
Summary
26
II GOOD PERFORMANCE
27
HA Usability
29
3
Important Kinds of Knowledge
31
3.1
Declarative and procedural knowledge
32
3.2
Comparative advantages and disadvantages
33
3.3
Uses of declarative and procedural knowledge
34
3.4
Condition-dependent knowledge
37
3.5
Educational implications
38
3.6
Summary
41
viii Contents
4
Specifying and Interpreting Concepts
43
4.1
Knowledge and concepts
44
4.2
Types of concepts
47
4.3
Kinds of concept specifications
51
4.4
Scientific importance of concept specifications
54
4.5
Educational implications
57
4.6
Summary
59
5
Interpreting Scientific Concepts
61
5.1
Students' interpretation of the concept acceleration
62
5.2
Motion and the concept of acceleration
66
5.3
Specification of acceleration
69
5.4
Causes of interpretation deficiencies
71
5.5
Requirements for usable concept knowledge
77
5.6
Educational implications
80
5.7
Summary
83
6
Managing Memory
85
6.1
Properties of human memory
86
6.2
Basic memory processes
88
6.3
Practical memory management
94
6.4
Educational implications
98
6.5
Summary
100
Il-B Effectiveness
101
7
Methods and Inferences
103
7.1
Methods and procedures
104
7.2
Specification of procedures
106
7.3
Making inferences
109
7.4
Educational implications
113
7.5
Summary
116
8
Describing Knowledge
119
8.1
Descriptions and their referents
120
8.2
Alternative descriptions
122
8.3
Characteristics of different descriptions
126
8.4
Complementary use of different descriptions
129
8.5
Educational implications
132
8.6
Summary
136
9
Organizing Knowledge
137
9.1
Importance of knowledge organization
138
9.2
Some forms of knowledge organization
139
9.3
Dealing with large amounts of knowledge
142
Contents
9.4 Knowledge
elaboration
143
9.5
Hierarchical knowledge organization
145
9.6
Examples of hierarchical knowledge organizations
149
9.7
Educational implications
155
9.8
Summary
161
I
I
-С
Flexibility
163
10
Making Decisions
165
10.1
Importance of decision making
166
10.2
Kinds of decisions
168
10.3
Making complex decisions
170
10.4
More refined option assessments
1 73
10.5
Limitations of analytic decisions
177
10.6
Practical decision making
180
10.7
Decisions in scientific domains
183
10.8
Educational implications
185
10.9
Summary
187
Π
Introduction to Problem Solving
189
11.1
Problem Characteristics
190
11.2
Challenges of improving problem solving
196
11.3
Educational implications
199
11.4
Summary
200
12
Systematic Problem Solving
201
12.1
A useful problem-solving strategy
201
12.2
Describing a problem
204
12.3
Analyzing a problem
207
12.4
Constructing a solution
210
12.5
Examples of solution constructions
214
12.6
Assessing a solution
221
12.7
Exploiting a solution
223
12.8
Educational implications
224
12.9
Summary
227
13
Dealing with Complex Problems
229
13.1
Managing complexity by task decomposition
229
13.2
Planning
231
13.3
Supportive knowledge
235
13.4
Helpful form of solution
237
13.5
Quantitative and qualitative problems
238
13.6
Writing as problem solving
243
13.7
Applying the problem-solving strategy to writing
244
13.8
Educational implications
249
13.9
Summary
252
Contents
HD
Efficiency
255
14
Efficiency and Compiled Knowledge
257
14.1
Importance of efficiency
258
1 4.2
Compiling knowledge
260
14.3
Routine performance
261
14.4
Automatic performance
263
14.5
Benefits and dangers of efficient performance
266
14.6
Educational implications
267
14.7
Summary
269
HE Reliability
271
15
Quality Assurance
273
15.1
Ensuring good quality
274
15.2
Preventing defects
276
15.3
Assessing performance
278
15.4
Improving performance
280
15.5
Metacognition
281
15.6
Educational implications
282
15.7
Summary
284
15.8
Good performance and the instructional challenge
285
III PRIOR KNOWLEDGE
287
16
Unfamiliar Knowledge Domains
289
16.1
Prior knowledge and new learning
290
16.2
Everyday and scientific domains
293
16.3
Contrasting scientific and everyday cognitions
297
16.4
Scientists' and students' conceptions of science
302
16.5
Educational implications
306
16.6
Summary
308
17
Naive Scientific Knowledge
311
17.1
Characteristics of naive scientific knowledge
312
17.2
Students'prior knowledge about science
314
17.3
Naive conceptions about motion
316
17.4
Naive notions about the causes of motion
319
17.5
Force as a cause of motion
322
17.6
Educational implications
327
17.7
Summary
332
Contents
x¡
IV LEARNING AND TEACHING
333
18
Developing Instruction
335
18.1
Instructional development as a problem-solving task
335
18.2
Stages of instructional development
337
18.3
Overview of instructional development
339
18.4
Summary
342
19
Designing the Learning Process: Goals
343
19.1
Describing the learning problem
343
19.2
Analyzing the learning problem
347
19.3
Comparative analysis
354
19.4
Summary
355
20
Designing the Learning Process: Means
357
20.1
Decomposing and sequencing the learning process
357
20.2
Encoding new knowledge
360
20.3
Managing cognitive load
361
20.4
Exploiting useful organization
365
20.5
Ensuring the utility of acquired knowledge
372
20.6
Ensuring the reliability of acquired knowledge
373
20.7
Assessing a learning design
374
20.8
Achieving genuinely good performance
375
20.9
Summary
375
21
Producing Instruction to Foster Learning
377
21.1
Describing the instructional problem
377
21.2
Analyzing instructional needs
380
21.3
Helpful instructional interactions
381
21.4
Managing instruction
384
21.5
Learning by teaching
388
21.6
Assessing instruction
394
21.7
Summary
399
V IMPLEMENTING PRACTICAL INSTRUCTION
401
22
Traditional Instructional Methods
403
22.1
The instructional delivery problem
403
22.2
Lectures
406
22.3
Textbooks
408
22.4
Homework assignments
409
22.5
Small instructional groups
411
22.6
Assessment of instructional delivery
412
22.7
Summary
415
xii
Contents
23
Innovative Instructional Methods
417
23.1
Modified lecture forms
417
23.2
Cooperative learning
420
23.3
Packaged instruction
423
23.4
Technology-supported instruction
428
23.5
Potential benefits of educational technology
432
23.6
Summary
437
24
Some Educational Challenges
439
24.1
Providing more individual learning assistance
439
24.2
Teaching general thinking and learning skills
440
24.3
More scientific approaches to education
443
24.4
More significant educational role of universities
445
24.5
Summary
448
References
451
Index
465 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Reif, Frederick 1927- |
| author_GND | (DE-588)124285295 |
| author_facet | Reif, Frederick 1927- |
| author_role | aut |
| author_sort | Reif, Frederick 1927- |
| author_variant | f r fr |
| building | Verbundindex |
| bvnumber | BV023400148 |
| callnumber-first | L - Education |
| callnumber-label | LB1060 |
| callnumber-raw | LB1060 |
| callnumber-search | LB1060 |
| callnumber-sort | LB 41060 |
| callnumber-subject | LB - Theory and Practice of Education |
| classification_rvk | CP 4000 CX 3000 |
| ctrlnum | (OCoLC)644325855 (DE-599)BVBBV023400148 |
| dewey-full | 372.15/2 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.15/2 |
| dewey-search | 372.15/2 |
| dewey-sort | 3372.15 12 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Psychologie |
| discipline_str_mv | Pädagogik Psychologie |
| format | Book |
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| id | DE-604.BV023400148 |
| illustrated | Illustrated |
| index_date | 2024-07-02T21:23:24Z |
| indexdate | 2024-07-09T21:17:46Z |
| institution | BVB |
| isbn | 9780262182638 |
| language | English |
| lccn | 2007006486 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016582948 |
| oclc_num | 644325855 |
| open_access_boolean | |
| owner | DE-12 DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-703 DE-20 DE-29 DE-B768 |
| owner_facet | DE-12 DE-355 DE-BY-UBR DE-19 DE-BY-UBM DE-703 DE-20 DE-29 DE-B768 |
| physical | XVIII, 471 S. Ill., graph. Darst. |
| publishDate | 2008 |
| publishDateSearch | 2008 |
| publishDateSort | 2008 |
| publisher | MIT Press |
| record_format | marc |
| series2 | A Bradford book |
| spelling | Reif, Frederick 1927- Verfasser (DE-588)124285295 aut Applying cognitive science to education thinking and learning in scientific or other complex domains Frederick Reif Cambridge, Mass. [u.a.] MIT Press 2008 XVIII, 471 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier A Bradford book Includes bibliographical references and index Cognitive learning Cognitive science Education Learning, Psychology of Erziehung Kognitives Lernen (DE-588)4164479-7 gnd rswk-swf Lernpsychologie (DE-588)4074166-7 gnd rswk-swf Kognitives Lernen (DE-588)4164479-7 s Lernpsychologie (DE-588)4074166-7 s 1\p DE-604 http://www.loc.gov/catdir/toc/ecip0711/2007006486.html Table of contents only Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016582948&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Reif, Frederick 1927- Applying cognitive science to education thinking and learning in scientific or other complex domains Cognitive learning Cognitive science Education Learning, Psychology of Erziehung Kognitives Lernen (DE-588)4164479-7 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| subject_GND | (DE-588)4164479-7 (DE-588)4074166-7 |
| title | Applying cognitive science to education thinking and learning in scientific or other complex domains |
| title_auth | Applying cognitive science to education thinking and learning in scientific or other complex domains |
| title_exact_search | Applying cognitive science to education thinking and learning in scientific or other complex domains |
| title_exact_search_txtP | Applying cognitive science to education thinking and learning in scientific or other complex domains |
| title_full | Applying cognitive science to education thinking and learning in scientific or other complex domains Frederick Reif |
| title_fullStr | Applying cognitive science to education thinking and learning in scientific or other complex domains Frederick Reif |
| title_full_unstemmed | Applying cognitive science to education thinking and learning in scientific or other complex domains Frederick Reif |
| title_short | Applying cognitive science to education |
| title_sort | applying cognitive science to education thinking and learning in scientific or other complex domains |
| title_sub | thinking and learning in scientific or other complex domains |
| topic | Cognitive learning Cognitive science Education Learning, Psychology of Erziehung Kognitives Lernen (DE-588)4164479-7 gnd Lernpsychologie (DE-588)4074166-7 gnd |
| topic_facet | Cognitive learning Cognitive science Education Learning, Psychology of Erziehung Kognitives Lernen Lernpsychologie |
| url | http://www.loc.gov/catdir/toc/ecip0711/2007006486.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016582948&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT reiffrederick applyingcognitivesciencetoeducationthinkingandlearninginscientificorothercomplexdomains |