Cognition and Instruction : Twenty-five Years of Progress

ISBN-13: 9780805838237 / Angielski / Twarda / 2001 / 560 str.

Sharon M. Carver; David Klahr

Opis

Designed both to chronicle the advances in the field linking cognitive psychology and instructional design and to present challenges for the future, this volume addresses issues of content, process and context of learning.

Recenzje

"In summary, this book contains a worthwhile collection of papers. Much of the work I was familiar with, but I also found much of interest."
—Contemporary Psychology

Spis treści

Contents: Preface. Part I: Development and Instruction. M. Kalchman, J. Moss, R. Case, Psychological Models for the Development of Mathematical Understanding: Rational Numbers and Function. R. Lehrer, L. Schauble, D. Strom, M. Pligge, Similarity of Form and Substance: Modeling Material Kind. D. Klahr, Z. Chen, E.E. Toth, Cognitive Development and Science Education: Ships that Pass in the Night or Beacons of Mutual Illumination? Part II: Teachers and Instructional Strategies. J. Minstrell, The Role of the Teacher in Making Sense of Classroom Experiences and Effecting Better Learning. A.S. Palincsar, S.J. Magnusson, The Interplay of First-Hand and Second-Hand Investigations to Model and Support the Development of Scientific Knowledge and Reasoning. R. Siegler, Discussion of Parts I and II: Cognition, Instruction, and the Quest for Meaning. H.A. Simon, Keynote Address: Learning to Research About Learning. Part III: Tools for Learning From Instruction. J.R. Anderson, K. Gluck, What Role Do Cognitive Architectures Play in Intelligent Tutoring Systems? B. Reiser, I. Tabak, W.A. Sandoval, B.K. Smith, F. Steinmuller, A.J. Leone, BGuILE: Strategic and Conceptual Scaffolds for Scientific Inquiry in Biology Classrooms. A. Lesgold, M. Nahemow, Tools to Assist Learning by Doing: Achieving and Assessing Efficient Technology for Learning. Part IV: Social Contexts of Instruction and Learning. M. Lovett, A Collaborative Convergence on Studying Reasoning Processes: A Case Study in Statistics. S.M. Carver, Cognition and Instruction: Enriching the Laboratory School Experience of Children, Teachers, Parents, and Undergraduates. E.B. Hunt, Discussion of Parts III and IV: Themes in Cognitive Science and Education. Part V: Cognition and Instruction: The Next 25 Years. T. Koschmann, A Third Metaphor for Learning: Toward a Deweyan Form of Transactional Inquiry. P. Cobb, Supporting the Improvement of Learning and Teaching in Social and Institutional Context. S. Wineburg, P. Grossman, Affect and Effect in Cognitive Approaches to Instruction. R. Glaser, General Discussion: Progress Then and Now.

O autorze

Sharon M. Carver