How people learn. : Brain, mind, experience, and school. Expanded ed.

Bransford, John D. [Hrsg.] ; Brown, Ann L. [Hrsg.] ; Pellegrino, James W. [Hrsg.]
Washington D.C. : National Academy Press
Published 2000
Type of Medium:
book
Publication Date:
2000
Keywords:
Lernpsychologie ; Lernen ; Lernprozess ; Lerntheorie ; Gehirn
Language:
English
Note:
Literaturangaben S. 285-348
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autor Bransford, John D. Hrsg.
Brown, Ann L. Hrsg.
Pellegrino, James W. Hrsg.
autor_bkz Bransford, John D.@A@ [Hrsg.]
Brown, Ann L.@A@ [Hrsg.]
Pellegrino, James W.@A@ [Hrsg.]
book_doi 10.17226/9853
book_url https://doi.org/10.17226/9853
book_url_plain https://doi.org/10.17226/9853
datenlieferant fis_bildung
editor Bransford, John D. Hrsg.
Brown, Ann L. Hrsg.
Pellegrino, James W. Hrsg.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
fussnote Literaturangaben S. 285-348
identnr 2654839
isbn 0-309-07036-8
language eng
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materialart book
person Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
publikationsjahr_anzeige 2000
publikationsjahr_facette 2000
publikationsjahr_intervall 7999:2000-2004
publikationsjahr_sort 2000
publisher Washington D.C. : National Academy Press
schlagwort Lernpsychologie
Lernen
Lernprozess
Lerntheorie
Gehirn
search_space more
seiten 374 S.
Illustrationen
shingle_author_1 Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
shingle_author_2 Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
shingle_author_3 Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
shingle_author_4 Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
shingle_catch_all_1 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. (Verlag).
Lernpsychologie
Lernen
Lernprozess
Lerntheorie
Gehirn
0-309-07036-8
How people learn. : Brain, mind, experience, and school. Expanded ed.
Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
Washington D.C. : National Academy Press
shingle_catch_all_2 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. (Verlag).
Lernpsychologie
Lernen
Lernprozess
Lerntheorie
Gehirn
0-309-07036-8
How people learn. : Brain, mind, experience, and school. Expanded ed.
Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
Washington D.C. : National Academy Press
shingle_catch_all_3 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. (Verlag).
Lernpsychologie
Lernen
Lernprozess
Lerntheorie
Gehirn
0-309-07036-8
How people learn. : Brain, mind, experience, and school. Expanded ed.
Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
Washington D.C. : National Academy Press
shingle_catch_all_4 First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. (Verlag).
Lernpsychologie
Lernen
Lernprozess
Lerntheorie
Gehirn
0-309-07036-8
How people learn. : Brain, mind, experience, and school. Expanded ed.
Bransford, John D.
Brown, Ann L.
Pellegrino, James W.
National Research Council (USA) / Committee on Developments in the Science of Learning
National Research Council (USA) / Committee on Learning Research and Educational Practice
National Research Council (USA) / Commission on Behavioral and Social Sciences and Education
Washington D.C. : National Academy Press
shingle_title_1 How people learn. : Brain, mind, experience, and school. Expanded ed.
shingle_title_2 How people learn. : Brain, mind, experience, and school. Expanded ed.
shingle_title_3 How people learn. : Brain, mind, experience, and school. Expanded ed.
shingle_title_4 How people learn. : Brain, mind, experience, and school. Expanded ed.
timestamp 2025-05-31T23:32:38.595Z
titel How people learn. : Brain, mind, experience, and school. Expanded ed.
titel_suche How people learn. Brain, mind, experience, and school. Expanded ed.
toc First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. (Verlag).
uid fis_bildung_2654839