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 for a...
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2010
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| Schriftenreihe: | Learning in doing : social, cognitive and computational perspectives
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| Schlagworte: | |
| Online-Zugang: | BSB01 FUBA1 UBG01 Volltext |
| 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 |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 05 Oct 2015) |
| Beschreibung: | 1 Online-Ressource (xviii, 215 Seiten) |
| ISBN: | 9780511777608 |
| DOI: | 10.1017/CBO9780511777608 |
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| 246 | 1 | 3 | |a How Students Come to Be, Know, & Do |
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| 500 | |a Title from publisher's bibliographic system (viewed on 05 Oct 2015) | ||
| 505 | 8 | |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 | ||
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Datensatz im Suchindex
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| 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 |
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| contents | 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 |
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| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/230973 |
| dewey-search | 370.15/230973 |
| dewey-sort | 3370.15 6230973 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| doi_str_mv | 10.1017/CBO9780511777608 |
| format | Electronic eBook |
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| 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 How Students Come to Be, Know, & Do Cambridge Cambridge University Press 2010 1 Online-Ressource (xviii, 215 Seiten) txt rdacontent c rdamedia cr rdacarrier Learning in doing : social, cognitive and computational perspectives Title from publisher's bibliographic system (viewed on 05 Oct 2015) 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 Naturwissenschaft 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 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 Erscheint auch als Druck-Ausgabe, Hardcover 978-0-521-51565-8 (DE-604)BV036706516 Erscheint auch als Druck-Ausgabe 978-1-107-47918-0 https://doi.org/10.1017/CBO9780511777608 Verlag URL des Erstveröffentlichers Volltext |
| spellingShingle | Herrenkohl, Leslie Rupert 1966- Mertl, Véronique 1972- How students come to be, know, and do a case for a broad view of learning 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 Naturwissenschaft 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 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_alt | How Students Come to Be, Know, & Do |
| 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 | Naturwissenschaft 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 Gruppenunterricht (DE-588)4022401-6 gnd |
| topic_facet | Naturwissenschaft 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 Gruppenunterricht USA Fallstudiensammlung |
| url | https://doi.org/10.1017/CBO9780511777608 |
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