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:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York :
Cambridge University Press,
2010.
|
| Schriftenreihe: | Learning in doing.
|
| Schlagworte: | |
| Online-Zugang: | 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. 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: | 1 online resource (xviii, 215 pages) : illustrations |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9780511918537 0511918534 9780511777608 0511777604 |
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| 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. |
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| 504 | |a Includes bibliographical references and index. | ||
| 505 | 0 | |a 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 | ||
| 588 | 0 | |a Print version record. | |
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| contents | 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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| discipline | Pädagogik |
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| genre | Case studies fast |
| genre_facet | Case studies |
| geographic | United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq |
| geographic_facet | United States |
| id | ZDB-4-EBA-ocn670429023 |
| illustrated | Illustrated |
| indexdate | 2024-11-27T13:17:33Z |
| institution | BVB |
| isbn | 9780511918537 0511918534 9780511777608 0511777604 |
| language | English |
| lccn | 2010018292 |
| oclc_num | 670429023 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource (xviii, 215 pages) : illustrations |
| psigel | ZDB-4-EBA |
| publishDate | 2010 |
| publishDateSearch | 2010 |
| publishDateSort | 2010 |
| publisher | Cambridge University Press, |
| record_format | marc |
| series | Learning in doing. |
| series2 | Learning in doing: social, cognitive and computational perspectives |
| spelling | Herrenkohl, Leslie Rupert, 1966- https://id.oclc.org/worldcat/entity/E39PCjCfjRmMBXy3H79JpY6YKb http://id.loc.gov/authorities/names/n2010026608 How students come to be, know, and do : a case for a broad view of learning / Leslie Rupert Herrenkohl, Véronique Mertl. New York : Cambridge University Press, 2010. 1 online resource (xviii, 215 pages) : illustrations text txt rdacontent computer c rdamedia online resource cr rdacarrier data file rda Learning in doing: social, cognitive and computational perspectives Includes bibliographical references and index. 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 Print version record. 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. Apprentissage États-Unis Études de cas. Sciences Étude et enseignement (Primaire) États-Unis Études de cas. Enseignement Travail en équipe États-Unis Études de cas. Enfants en milieu urbain Enseignement primaire États-Unis Études de cas. EDUCATION Educational Psychology. bisacsh Group work in education fast Interpersonal relations Study and teaching (Elementary) fast Learning fast Science Study and teaching (Elementary) fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq Case studies fast Mertl, Véronique, 1972- https://id.oclc.org/worldcat/entity/E39PCjvFJ4CvGRtHWYQqqJ6fG3 http://id.loc.gov/authorities/names/n2010026609 has work: How students come to be, know, and do (Text) https://id.oclc.org/worldcat/entity/E39PCGYxK3fCrHqcdtrtjxKgjy https://id.oclc.org/worldcat/ontology/hasWork Print version: Herrenkohl, Leslie Rupert, 1966- How students come to be, know, and do. New York : Cambridge University Press, 2010 9780521515658 (DLC) 2010018292 (OCoLC)614396683 Learning in doing. http://id.loc.gov/authorities/names/n86724605 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=337629 Volltext |
| spellingShingle | Herrenkohl, Leslie Rupert, 1966- How students come to be, know, and do : a case for a broad view of learning / Learning in doing. 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. 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. Apprentissage États-Unis Études de cas. Sciences Étude et enseignement (Primaire) États-Unis Études de cas. Enseignement Travail en équipe États-Unis Études de cas. Enfants en milieu urbain Enseignement primaire États-Unis Études de cas. EDUCATION Educational Psychology. bisacsh Group work in education fast Interpersonal relations Study and teaching (Elementary) fast Learning fast Science Study and teaching (Elementary) fast |
| 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. Apprentissage États-Unis Études de cas. Sciences Étude et enseignement (Primaire) États-Unis Études de cas. Enseignement Travail en équipe États-Unis Études de cas. Enfants en milieu urbain Enseignement primaire États-Unis Études de cas. EDUCATION Educational Psychology. bisacsh Group work in education fast Interpersonal relations Study and teaching (Elementary) fast Learning fast Science Study and teaching (Elementary) fast |
| 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. Apprentissage États-Unis Études de cas. Sciences Étude et enseignement (Primaire) États-Unis Études de cas. Enseignement Travail en équipe États-Unis Études de cas. Enfants en milieu urbain Enseignement primaire États-Unis Études de cas. EDUCATION Educational Psychology. Group work in education Interpersonal relations Study and teaching (Elementary) Learning Science Study and teaching (Elementary) United States Case studies |
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