LEADER 04162nam 2200613 a 450 001 9910961761203321 005 20251119102919.0 010 $a0-309-55840-9 010 $a0-585-04721-9 035 $a(CKB)110986584752758 035 $a(EBL)3375627 035 $a(SSID)ssj0000173538 035 $a(PQKBManifestationID)11172630 035 $a(PQKBTitleCode)TC0000173538 035 $a(PQKBWorkID)10165360 035 $a(PQKB)11716622 035 $a(MiAaPQ)EBC3375627 035 $a(Au-PeEL)EBL3375627 035 $a(CaPaEBR)ebr10041047 035 $a(OCoLC)923257662 035 $a(BIP)35538208 035 $a(BIP)47647952 035 $a(EXLCZ)99110986584752758 100 $a19981104d1999 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aHow people learn $ebrain, mind, experience, and school /$fJohn D. Bransford, Ann L. Brown, and Rodney R. Cocking, editors ; Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Research Council 205 $a1st ed. 210 $aWashington, D.C. $cNational Academy Press$d1999 215 $a1 online resource (345 p.) 300 $aDescription based upon print version of record. 311 08$a0-309-06557-7 320 $aIncludes bibliographical references (p. 241-300) and index. 327 $aLearning : from speculation to science -- How experts differ from novices -- Learning and transfer -- How children learn -- Mind and brain -- The design of learning environments -- Effective teaching : examples in history, mathematics, and science -- Teaching learning -- Technology to support learning -- Conclusions and recommendations for research. 330 $aWhen 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? This book offers exciting new research about the mind and the brain that provides answers to these and other questions. 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. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. If education is to help students make sense of their surroundings and ready them for the challenges of the technology-driven, internationally competitive world, then it must be based on what we know about learning from science. In that light, this book will be of significant professional interest to teachers, education policymakers and administrators, and curriculum developers. 606 $aLearning, Psychology of 606 $aLearning$xSocial aspects 615 0$aLearning, Psychology of. 615 0$aLearning$xSocial aspects. 676 $a370.15/23 701 $aBransford$b John$01803601 701 $aBrown$b Ann L$01856829 701 $aCocking$b Rodney R$01856830 712 02$aNational Research Council (U.S.).$bCommittee on Developments in the Science of Learning. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910961761203321 996 $aHow people learn$94456674 997 $aUNINA