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101 0 $aeng
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181   $ctxt$2rdacontent
182   $cc$2rdamedia
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200 10$aHow students come to be, know, and do $ea case for a broad view of learning /$fLeslie Rupert Herrenkohl, Ve?ronique Mertl$b[electronic resource]
210  1$aCambridge :$cCambridge University Press,$d2010.
215   $a1 online resource (xviii, 215 pages) $cdigital, PDF file(s)
225 1 $aLearning in doing : social, cognitive and computational perspectives
300   $aTitle from publisher's bibliographic system (viewed on 05 Oct 2015).
311   $a1-107-47918-5 
311   $a0-521-51565-3 
320   $aIncludes bibliographical references and index.
327   $aMachine 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.
330   $aStudies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.
410  0$aLearning in doing.
517 3 $aHow Students Come to Be, Know, & Do
606   $aLearning$zUnited States$vCase studies
606   $aScience$xStudy and teaching (Elementary)$zUnited States$vCase studies
606   $aInterpersonal relations$xStudy and teaching (Elementary)$zUnited States$vCase studies
606   $aGroup work in education$zUnited States$vCase studies
606   $aCity children$xEducation (Elementary)$zUnited States$vCase studies
615  0$aLearning
615  0$aScience$xStudy and teaching (Elementary)
615  0$aInterpersonal relations$xStudy and teaching (Elementary)
615  0$aGroup work in education
615  0$aCity children$xEducation (Elementary)
676   $a370.15/230973
700   $aHerrenkohl$b Leslie Rupert$f1966-$01686758
702   $aMertl$b Ve?ronique$f1972-
801  0$bUkCbUP
801  1$bUkCbUP
906   $aBOOK
912   $a9910822755203321
996   $aHow students come to be, know, and do$94059767
997   $aUNINA