• Complain

Kate McGilly - Classroom lessons: integrating cognitive theory and classroom practice

Here you can read online Kate McGilly - Classroom lessons: integrating cognitive theory and classroom practice full text of the book (entire story) in english for free. Download pdf and epub, get meaning, cover and reviews about this ebook. year: 1994, publisher: MIT Press, genre: Romance novel. Description of the work, (preface) as well as reviews are available. Best literature library LitArk.com created for fans of good reading and offers a wide selection of genres:

Romance novel Science fiction Adventure Detective Science History Home and family Prose Art Politics Computer Non-fiction Religion Business Children Humor

Choose a favorite category and find really read worthwhile books. Enjoy immersion in the world of imagination, feel the emotions of the characters or learn something new for yourself, make an fascinating discovery.

No cover
  • Book:
    Classroom lessons: integrating cognitive theory and classroom practice
  • Author:
  • Publisher:
    MIT Press
  • Genre:
  • Year:
    1994
  • Rating:
    4 / 5
  • Favourites:
    Add to favourites
  • Your mark:
    • 80
    • 1
    • 2
    • 3
    • 4
    • 5

Classroom lessons: integrating cognitive theory and classroom practice: summary, description and annotation

We offer to read an annotation, description, summary or preface (depends on what the author of the book "Classroom lessons: integrating cognitive theory and classroom practice" wrote himself). If you haven't found the necessary information about the book — write in the comments, we will try to find it.

A timely complement to John Bruers Schools for Thought, Classroom Lessons documents eight projects that apply cognitive research to improve classroom practice. The chapter authors are all principal investigators in an influential research initiative on cognitive science and education. Classroom Lessons describes their collaborations with classroom teachers aimed at improving teaching and learning for students in grades K-12. The eight projects cover writing, mathematics, history, social science, and physics. Together they illustrate that principles emerging from cognitive science form the basis of a science of instruction that can be applied across the curriculum. The book is divided into three sections: - applications of cognitive research to teaching specific content areas; - applications for learning across the curriculum; and - applications that challenge traditional concepts of classroom-based learning environments. Chapters consider explicit models of knowledge with corresponding instruction designed to enable learners to build on that knowledge, acquisition of specified knowledge, and what knowledge is useful in contemporary curricula. Contributors: Kate McGilly. Sharon A. Griffin, Robbie Case, and Robert S. Siegler. Earl Hunt and Jim Minstrell. Kathryn T. Spoehr. Howard Gardner, Mara Krechevsky, Robert J. Sternberg, and Lynn Okagaki. Irene W. Gaskins. The Cognition and Technology Group at Vanderbilt. Marlene Scardamalia, Carl Bereiter, and Mary Lamon. Ann L. Brown and Joseph C. Campione. John T. Bruer. A Bradford Book

Kate McGilly: author's other books


Who wrote Classroom lessons: integrating cognitive theory and classroom practice? Find out the surname, the name of the author of the book and a list of all author's works by series.

Classroom lessons: integrating cognitive theory and classroom practice — read online for free the complete book (whole text) full work

Below is the text of the book, divided by pages. System saving the place of the last page read, allows you to conveniently read the book "Classroom lessons: integrating cognitive theory and classroom practice" online for free, without having to search again every time where you left off. Put a bookmark, and you can go to the page where you finished reading at any time.

Light

Font size:

Reset

Interval:

Bookmark:

Make

title:Classroom Lessons : Integrating Cognitive Theory and Classroom Practice
author:McGilly, Kate.
publisher:MIT Press
isbn10 | asin:0262133008
print isbn13:9780262133005
ebook isbn13:9780585022970
language:English
subjectLearning, Psychology of, Cognitive learning theory, Education--Experimental methods.
publication date:1994
lcc:LB1060.C52 1994eb
ddc:370.15/2
subject:Learning, Psychology of, Cognitive learning theory, Education--Experimental methods.
Classroom Lessons Integrating Cognitive Theory and Classroom Practice - photo 1
Classroom Lessons:
Integrating Cognitive Theory and Classroom Practice
edited by Kate McGilly
A Bradford Book
The MIT Press
Cambridge, Massachusetts
London, England
Second printing, 1995
1994 Massachusetts Institute of Technology
All rights reserved. No part of this book may be reproduced in any form by any electronic or mechanical means (including photocopying, recording, or information storage and retrieval) without permission in writing from the publisher.
This book was printed and bound in the United States of America.
Library of Congress Cataloging-in-Publication Data
Classroom lessons: integrating cognitive theory and classroom practice / edited by Kate McGilly.
p. cm.
A Bradford book.
Includes bibliographical references and index.
ISBN 0-262-13300-8
1. Learning, Psychology of. 2. Cognitive learning theory. 3. EducationExperimental methods. I. McGilly, Kate.
LB1060.C52 1994
370.15'2dc20
9343187
CIP
Page v
Contents
Contributors
vii
Foreword
x
Jill H. Larkin
Preface
v
INTRODUCTION
Chapter 1
Cognitive Science and Educational Practice: An Introduction
3
Kate McGilly
PART I
Domain-Specific Applications
Chapter 2
Right start: Providing the Central Conceptual Prerequisites for First Formal Learning of Arithmetic to Students at Risk for School Failure
25
Sharon A. Griffin, Robbie Case, and Robert S. Siegler
Chapter 3
A Cognitive Approach to the Teaching of Physics
51
Earl Hunt and Jim Minstrell
Chapter 4 Enhancing the Acquisition of Conceptual Structures through Hypermedia
75
Kathryn T. Spoehr

Page vi
PART II
Across-the-Curriculum Applications
Chapter 5
Intelligence in Context: Enhancing Students' Practical Intelligence for School
105
Howard Gardner, Mara Krechevsky, Robert J. Sternberg, and Lynn Okagaki
Chapter 6
Classroom Applications of Cognitive Science: Teaching Poor Readers How to Learn, Think, and Problem Solve
129
Irene W. Gaskins
PART III
Classrooms as Learning Communities
Chapter 7
From Visual Word Problems to Learning Communities: Changing Conceptions of Cognitive Research
157
The Cognition and Technology Group at Vanderbilt
Chapter 8
The CSILE Project: Trying to Bring the Classroom into World 3
201
Marlene Scardamalia, Carl Bereiter, and Mary Lamon
Chapter 9
Guided Discovery in a Community of Learners
229
Ann L. Brown and Joseph C. Campione
CONCLUSION
Chapter 10
Classroom Problems, School Culture, and Cognitive Research
273
John T. Bruer
References
291
Index
311

Page vii
Contributors
Carl Bereiter
Ontario Institute for Studies in Education
John Bransford and members of the Learning Technology Center
Vanderbilt University
Ann L. Brown
University of California at Berkeley
John T. Bruer
James S. McDonnell Foundation
Joseph C. Campione
University of California at Berkeley
Robbie Case
Stanford University
Howard Gardner
Harvard University
Irene W. Gaskins
Benchmark School
Sharon Griffin
Clark University
Earl Hunt
University of Washington
Mara Krechevsky
Harvard University
Mary Lamon
University of Western Ontario
Jill H. Larkin
Carnegie Mellon University
Kate McGilly
Next page
Light

Font size:

Reset

Interval:

Bookmark:

Make

Similar books «Classroom lessons: integrating cognitive theory and classroom practice»

Look at similar books to Classroom lessons: integrating cognitive theory and classroom practice. We have selected literature similar in name and meaning in the hope of providing readers with more options to find new, interesting, not yet read works.


Reviews about «Classroom lessons: integrating cognitive theory and classroom practice»

Discussion, reviews of the book Classroom lessons: integrating cognitive theory and classroom practice and just readers' own opinions. Leave your comments, write what you think about the work, its meaning or the main characters. Specify what exactly you liked and what you didn't like, and why you think so.