How students come to be, know, and do: a case for a broad view of learning
"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Cambridge University Press
2010
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Learning in doing
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher |
| Beschreibung: | Includes bibliographical references and index Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion |
| Beschreibung: | xviii, 215 p. Ill., graph. Darst. 24 cm |
| ISBN: | 9780521515658 0521515653 |
Internformat
MARC
| LEADER | 00000nam a2200000 c 4500 | ||
|---|---|---|---|
| 001 | BV036706516 | ||
| 003 | DE-604 | ||
| 005 | 20110216 | ||
| 007 | t | ||
| 008 | 101007s2010 ad|| |||| 00||| eng d | ||
| 020 | |a 9780521515658 |c (hardback) |9 978-0-521-51565-8 | ||
| 020 | |a 0521515653 |9 0-521-51565-3 | ||
| 035 | |a (OCoLC)698466441 | ||
| 035 | |a (DE-599)BVBBV036706516 | ||
| 040 | |a DE-604 |b ger |e rakwb | ||
| 041 | 0 | |a eng | |
| 049 | |a DE-29 | ||
| 084 | |a DP 2140 |0 (DE-625)19816:761 |2 rvk | ||
| 084 | |a 5,3 |2 ssgn | ||
| 100 | 1 | |a Herrenkohl, Leslie Rupert |d 1966- |e Verfasser |0 (DE-588)142920568 |4 aut | |
| 245 | 1 | 0 | |a How students come to be, know, and do |b a case for a broad view of learning |c Leslie Rupert Herrenkohl, Véronique Mertl |
| 250 | |a 1. publ. | ||
| 264 | 1 | |a New York [u.a.] |b Cambridge University Press |c 2010 | |
| 300 | |a xviii, 215 p. |b Ill., graph. Darst. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a Learning in doing | |
| 500 | |a Includes bibliographical references and index | ||
| 500 | |a Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion | ||
| 520 | |a "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher | ||
| 650 | 4 | |a Learning / United States / Case studies | |
| 650 | 4 | |a Science / Study and teaching (Elementary) / United States / Case studies | |
| 650 | 4 | |a Interpersonal relations / Study and teaching (Elementary) / United States / Case studies | |
| 650 | 4 | |a Group work in education / United States / Case studies | |
| 650 | 4 | |a City children / Education (Elementary) / United States / Case studies | |
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 0 | 7 | |a Gruppenunterricht |0 (DE-588)4022401-6 |2 gnd |9 rswk-swf |
| 651 | 4 | |a USA | |
| 655 | 7 | |0 (DE-588)4522595-3 |a Fallstudiensammlung |2 gnd-content | |
| 689 | 0 | 0 | |a Gruppenunterricht |0 (DE-588)4022401-6 |D s |
| 689 | 0 | |5 DE-604 | |
| 700 | 1 | |a Mertl, Véronique |d 1972- |e Verfasser |0 (DE-588)142920509 |4 aut | |
| 856 | 4 | 2 | |m Inhaltsverzeichnis |q application/pdf |u http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020624817&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |3 Inhaltsverzeichnis |
| 999 | |a oai:aleph.bib-bvb.de:BVB01-020624817 | ||
Datensatz im Suchindex
| _version_ | 1804143348943945728 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
SERIESFOREWORD ACKNOWLEDGMENTS
PAGE XIII XV
INTRODUCTION 1
TO BE, TO KNOW, AND TO DO: AN EXAMPLE 3
WHY WAYS OFKNOWING, DOING, AND BEING? 7
SITUATING OUR PERSPECTIVE IN BROADER DISCUSSIONS OF THE PURPOSE OF
EDUCATION 8
SOCIOCULTURAL APPROACHES TO LEARNING AND DEVELOPMENT 11 CONTEMPORARY
PERSPECTIVES ON VYGOTSKY S HOLISTIC THEME 13 CONTEMPORARY SOCIOCULTURAL
PERSPECTIVES ON LEARNING IN SCHOOLS 15
OUR APPROACH TO KNOWING, DOING, AND BEING IN THE CLASSROOM: SOME
BEGINNING ASSUMPTIONS FOR A BROAD VIEW OF LEARNING 18
RESEARCH QUESTIONS AND METHODOLOGICAL APPROACH 19 THE CONTEXT LENS:
LOCATING BEING, KNOWING, AND DOING WITHIN A WEB OFVALUES, PRINCIPLES,
PRACTICES, AND TOOLS 20 THE COMMUNITY AND INTERPERSONAL LENSES: LOCATING
BEING, KNOWING, AND DOING AS THEY EMERGE THROUGH INTERPERSONAL
NEGOTIATION OFVALUES, PRINCIPLES, PRACTICES, AND TOOLS 22
THE PERSONAL LENS: LOCATING BEING AND KNOWING WITHIN A PERSON S
EXPERIENCES ACROSS TIME 24
A BROAD VIEW OF LEARNING 25
1 THE CONTEXT LENS 27
THE SCHOOL 27
THE TEACHER 28
THE STUDENTS 29
THE RESEARCHER 30
LX
IMAGE 2
X
CONTENTS
GUIDING PRINCIPLES FOR LEARNING 31
THE CURRICULAR MATERIALS AND ACTIVITIES 35
THE DAILY SCHEDULE 35
WAYS OF BEING AS BACKGROUND 41
2 HOW WAYS OFKNOWING, DOING, AND BEING EMERGED IN THE C1ASSROOM:
INTERPERSONA1 INTERACTIONS AND THE CREATION OFCOMMUNITY, PART I 45
THE TEACHER S ROLE 46
STUDENTS QUESTIONING OTHER STUDENTS ABOUT THEIR SCIENTIFIC IDEAS:
SHIFTING WAYS OFKNOWING, DOING, AND BEING 50
INTRODUCING THE WAYS OFTHINKING LIKE A SCIENTIST AND THE INTELLECTUAL
ROLES 56
THE CREATION OF A COMMUNITY OF QUESTIONERS 99
3 HOW WAYS OFKNOWING, DOING, AND BEING EMERGED IN THE C1ASSROOM:
INTERPERSONAL INTERACTIONS AND THE CREATION OF COMMUNITY, PART 11 102
NEGOTIATING AND ESTABLISHING SPEAKING RIGHTS 103
PERSISTING IN THE FACE OF DIFFICULTY TO UNDERSTAND AND ARTICULATE IDEAS
114
TAKING PERSPECTIVES 121
CHALLENGING IDEAS 130
BEING WRONG (AND/OR CHANGING ONE S MIND) 139
4 PERSONA1 LENS OF ANA1YSIS: INDIVIDUA1 LEARNING TRAJECTORIES 148
RICH 150
QUESTIONING AND CHALLENGING 153
CHALLENGING AND REVISING THINKING 154
RESPECTFUL CHALLENGING 155
DENISE 158
PRESENTING KEY THEORETICAL IDEAS 160
EMBRACING BEING WRONG IN THE CLASSROOM 161
ELICITING IDEAS AND PARTICIPATION FROM PEERS 162
RAUL 166
EXPLANATION 167
FACILITATING]OINT UNDERSTANDING OFKEY CONCEPTS AND IDEAS 173 TAKING
PERSPECTIVESLN EGOTIATING DIFFERENCES 175
CHRISTIE 179
IMAGE 3
CONUNRR RI
DISENGAGEMENT, DISRUPTION, AND NEGATIVE SELF-PERCEPTION 182 ENGAGEMENT,
PARTICIPATION, AND CONFIDENCE 185
CONCLUSION 189
CONCLUSION 191
REFERENCES 201
INDEX 213
|
| any_adam_object | 1 |
| author | Herrenkohl, Leslie Rupert 1966- Mertl, Véronique 1972- |
| author_GND | (DE-588)142920568 (DE-588)142920509 |
| author_facet | Herrenkohl, Leslie Rupert 1966- Mertl, Véronique 1972- |
| author_role | aut aut |
| author_sort | Herrenkohl, Leslie Rupert 1966- |
| author_variant | l r h lr lrh v m vm |
| building | Verbundindex |
| bvnumber | BV036706516 |
| classification_rvk | DP 2140 |
| ctrlnum | (OCoLC)698466441 (DE-599)BVBBV036706516 |
| discipline | Pädagogik |
| edition | 1. publ. |
| format | Book |
| fullrecord | <?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>03621nam a2200505 c 4500</leader><controlfield tag="001">BV036706516</controlfield><controlfield tag="003">DE-604</controlfield><controlfield tag="005">20110216 </controlfield><controlfield tag="007">t</controlfield><controlfield tag="008">101007s2010 ad|| |||| 00||| eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">9780521515658</subfield><subfield code="c">(hardback)</subfield><subfield code="9">978-0-521-51565-8</subfield></datafield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">0521515653</subfield><subfield code="9">0-521-51565-3</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)698466441</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)BVBBV036706516</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-604</subfield><subfield code="b">ger</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="049" ind1=" " ind2=" "><subfield code="a">DE-29</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">DP 2140</subfield><subfield code="0">(DE-625)19816:761</subfield><subfield code="2">rvk</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Herrenkohl, Leslie Rupert</subfield><subfield code="d">1966-</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)142920568</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">How students come to be, know, and do</subfield><subfield code="b">a case for a broad view of learning</subfield><subfield code="c">Leslie Rupert Herrenkohl, Véronique Mertl</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1. publ.</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">New York [u.a.]</subfield><subfield code="b">Cambridge University Press</subfield><subfield code="c">2010</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">xviii, 215 p.</subfield><subfield code="b">Ill., graph. Darst.</subfield><subfield code="c">24 cm</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="490" ind1="0" ind2=" "><subfield code="a">Learning in doing</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references and index</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">"Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Learning / United States / Case studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Science / Study and teaching (Elementary) / United States / Case studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Interpersonal relations / Study and teaching (Elementary) / United States / Case studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Group work in education / United States / Case studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">City children / Education (Elementary) / United States / Case studies</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Naturwissenschaft</subfield></datafield><datafield tag="650" ind1="0" ind2="7"><subfield code="a">Gruppenunterricht</subfield><subfield code="0">(DE-588)4022401-6</subfield><subfield code="2">gnd</subfield><subfield code="9">rswk-swf</subfield></datafield><datafield tag="651" ind1=" " ind2="4"><subfield code="a">USA</subfield></datafield><datafield tag="655" ind1=" " ind2="7"><subfield code="0">(DE-588)4522595-3</subfield><subfield code="a">Fallstudiensammlung</subfield><subfield code="2">gnd-content</subfield></datafield><datafield tag="689" ind1="0" ind2="0"><subfield code="a">Gruppenunterricht</subfield><subfield code="0">(DE-588)4022401-6</subfield><subfield code="D">s</subfield></datafield><datafield tag="689" ind1="0" ind2=" "><subfield code="5">DE-604</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Mertl, Véronique</subfield><subfield code="d">1972-</subfield><subfield code="e">Verfasser</subfield><subfield code="0">(DE-588)142920509</subfield><subfield code="4">aut</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="m">Inhaltsverzeichnis</subfield><subfield code="q">application/pdf</subfield><subfield code="u">http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020624817&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA</subfield><subfield code="3">Inhaltsverzeichnis</subfield></datafield><datafield tag="999" ind1=" " ind2=" "><subfield code="a">oai:aleph.bib-bvb.de:BVB01-020624817</subfield></datafield></record></collection> |
| genre | (DE-588)4522595-3 Fallstudiensammlung gnd-content |
| genre_facet | Fallstudiensammlung |
| geographic | USA |
| geographic_facet | USA |
| id | DE-604.BV036706516 |
| illustrated | Illustrated |
| indexdate | 2024-07-09T22:46:14Z |
| institution | BVB |
| isbn | 9780521515658 0521515653 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-020624817 |
| oclc_num | 698466441 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | xviii, 215 p. Ill., graph. Darst. 24 cm |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Cambridge University Press |
| record_format | marc |
| series2 | Learning in doing |
| spelling | Herrenkohl, Leslie Rupert 1966- Verfasser (DE-588)142920568 aut How students come to be, know, and do a case for a broad view of learning Leslie Rupert Herrenkohl, Véronique Mertl 1. publ. New York [u.a.] Cambridge University Press 2010 xviii, 215 p. Ill., graph. Darst. 24 cm txt rdacontent n rdamedia nc rdacarrier Learning in doing Includes bibliographical references and index Machine generated contents note: Introduction; 1. The context lens; 2. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part I; 3. How ways of knowing, doing, and being emerged in the classroom: interpersonal interactions and the creation of community, part II; 4. Personal lens of analysis: individual learning trajectories; Conclusion "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher Learning / United States / Case studies Science / Study and teaching (Elementary) / United States / Case studies Interpersonal relations / Study and teaching (Elementary) / United States / Case studies Group work in education / United States / Case studies City children / Education (Elementary) / United States / Case studies Naturwissenschaft Gruppenunterricht (DE-588)4022401-6 gnd rswk-swf USA (DE-588)4522595-3 Fallstudiensammlung gnd-content Gruppenunterricht (DE-588)4022401-6 s DE-604 Mertl, Véronique 1972- Verfasser (DE-588)142920509 aut Inhaltsverzeichnis application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020624817&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Herrenkohl, Leslie Rupert 1966- Mertl, Véronique 1972- How students come to be, know, and do a case for a broad view of learning Learning / United States / Case studies Science / Study and teaching (Elementary) / United States / Case studies Interpersonal relations / Study and teaching (Elementary) / United States / Case studies Group work in education / United States / Case studies City children / Education (Elementary) / United States / Case studies Naturwissenschaft Gruppenunterricht (DE-588)4022401-6 gnd |
| subject_GND | (DE-588)4022401-6 (DE-588)4522595-3 |
| title | How students come to be, know, and do a case for a broad view of learning |
| title_auth | How students come to be, know, and do a case for a broad view of learning |
| title_exact_search | How students come to be, know, and do a case for a broad view of learning |
| title_full | How students come to be, know, and do a case for a broad view of learning Leslie Rupert Herrenkohl, Véronique Mertl |
| title_fullStr | How students come to be, know, and do a case for a broad view of learning Leslie Rupert Herrenkohl, Véronique Mertl |
| title_full_unstemmed | How students come to be, know, and do a case for a broad view of learning Leslie Rupert Herrenkohl, Véronique Mertl |
| title_short | How students come to be, know, and do |
| title_sort | how students come to be know and do a case for a broad view of learning |
| title_sub | a case for a broad view of learning |
| topic | Learning / United States / Case studies Science / Study and teaching (Elementary) / United States / Case studies Interpersonal relations / Study and teaching (Elementary) / United States / Case studies Group work in education / United States / Case studies City children / Education (Elementary) / United States / Case studies Naturwissenschaft Gruppenunterricht (DE-588)4022401-6 gnd |
| topic_facet | Learning / United States / Case studies Science / Study and teaching (Elementary) / United States / Case studies Interpersonal relations / Study and teaching (Elementary) / United States / Case studies Group work in education / United States / Case studies City children / Education (Elementary) / United States / Case studies Naturwissenschaft Gruppenunterricht USA Fallstudiensammlung |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=020624817&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT herrenkohlleslierupert howstudentscometobeknowanddoacaseforabroadviewoflearning AT mertlveronique howstudentscometobeknowanddoacaseforabroadviewoflearning |