How students come to be, know, and do : a case for a broad view of learning / / Leslie Rupert Herrenkohl, Véronique Mertl [[electronic resource]]

• Record Nr.: UNINA9910822755203321
• Autore: Herrenkohl Leslie Rupert <1966->
• Pubbl/distr/stampa: Cambridge : , : Cambridge University Press, , 2010
• ISBN: 0-511-85164-2; 1-107-20644-8; 1-282-81818-X; 9786612818189; 0-511-91755-4; 0-511-91657-4; 0-511-91476-8; 0-511-91853-4; 0-511-77760-4; 0-511-91296-X
• Descrizione fisica: 1 online resource (xviii, 215 pages) : digital, PDF file(s)
• Collana: Learning in doing : social, cognitive and computational perspectives
• Disciplina: 370.15/230973
• Soggetti: Learning - United States; Science - Study and teaching (Elementary) - United States; Interpersonal relations - Study and teaching (Elementary) - United States; Group work in education - United States; City children - Education (Elementary) - United States
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Title from publisher's bibliographic system (viewed on 05 Oct 2015).
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: 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.
• Sommario/riassunto: 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.