The nature of learning using research to inspire practice
Literaturangaben
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| 245 | 1 | 0 | |a The nature of learning |b using research to inspire practice |c OECD. Ed. by Hanna Dumont ... |
| 264 | 1 | |a Paris |b OECD |c 2010 | |
| 300 | |a 338 S. |b Ill., graph. Darst. | ||
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| 337 | |b n |2 rdamedia | ||
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| 500 | |a Franz. Ausg. u. d. T.: Comment apprend-on? La recherche au service de la pratique | ||
| 520 | 8 | |a Literaturangaben | |
| 650 | 0 | 7 | |a Lernen |0 (DE-588)4035408-8 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
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| adam_text | TABLE
OF
CONTENTS
- 7
Table of
contents
Executive summary
................................................ 13
Why such interest in learning?
....................................... 13
The coverage of The Nature of Learning
................................14
Transversal conclusions on learning
...................................14
A demanding educational agenda
.....................................18
Chapter
1.
Analysing and designing learning environments for
the
2Г
century
........................................... 19
—
Hanna I) u
mont
and David ¡stance
Introduction
.....................................................20
Learning moves centre stage
........................................20
Why learning environments?
........................................28
The aims of this book
..............................................30
References
......................................................32
Chapter
2.
Historical developments in the understanding of learning
.......35
—
Erik
de Corte
Introduction
.....................................................36
Major concepts of learning throughout the 20th century
...................36
Theories of learning and educational practice: an awkward relationship
.......41
Current understandings of learning
...................................44
Concluding remarks and implications for policy
.........................56
Annex
..........................................................58
References
......................................................60
Chapter
3.
The cognitive perspective on learning: ten cornerstone findings.
. 69
—
Michael Schneider and Elsbeth Stern
The cognitive perspective on learning
-
an introduction
..................70
Ten cornerstone findings from cognitive research on learning
..............72
THE
NAITRE
OF LEARNING I SING RESFARC H TO INSPIRE PRACTICE
<
OECD
Л01П
8 -
TABLE OF CONTENTS
Conclusions
.....................................................84
References
......................................................86
Chapter
4.
The crucial role of motivation and emotion in classroom learning
... 91
—
Monique
Boekaerts
Introduction
.....................................................92
The effect of motivational beliefs and emotions on learning
................92
Key motivation principles
..........................................96
Implications for policy
............................................ 106
References
..................................................... 108
Chapter
5.
Learning from the developmental and biological perspective
.... 113
—
Christina Hinton and Kurt W. Fischer
Introduction
.....................................................114
Research in mind, brain and education
................................114
Nature meets nurture
..............................................116
How people use their brains to learn
..................................116
Emotion and cognition are inextricably linked in the brain
................119
Language and literacy
.............................................121
Mathematics
.................................................... 123
People use their brains differently, following different learning pathways.
. . . 124
People use their brains to learn through social interaction in a cultural context
126
Implications for the design of learning environments
.................... 127
References
..................................................... 130
Chapter
6.
The role of formative assessment in effective learning
environments
............................................135
—
Dylan Wiliam
Introduction
.................................................... 136
Why assessment is central to learning
................................ 136
Formative assessment as feedback
....................................137
Formative assessment as part of teaching
..............................142
Theoretical syntheses: formative assessment and assessment for learning
.....147
Formative assessment: key instructional processes
...................... 150
Formative assessment and the regulation of learning processes
.............152
Summary
.......................................................153
References
......................................................155
THE NATURE OF LEARNING: USING RESEARCH TO INSPIRE PRACTICE
C OECD
2010
TABLE
OF
CONTENTS
- 9
Chapter
7.
Co-operative learning: what makes group-work work?
.........161
—
Robert
E. Slavin
Introduction
.....................................................162
Co-operative learning methods
......................................162
Structured team learning methods
....................................163
Informal group learning methods
....................................168
What makes co-operative learning work?
..............................170
Co-operative learning in learning environments for the 21st century
.........173
References
......................................................175
Chapter
8.
Learning with technology
..................................179
—
Richard E. Mayer
Introduction
.....................................................180
Science of learning: how people learn with technology
...................183
Science of instruction: how to help people learn with technology
...........187
Principles of instructional design for learning with technology
............ 190
Summary
...................................................... 194
References
..................................................... 196
Chapter
9.
Prospects and challenges for inquiry-based approaches
to learning
............................................. 199
—
Brigid
Barron
and Linda Darling-Hammond
The need for inquiry-based learning to support 21s century skills
..........200
An historical perspective on inquiry-based learning
.....................201
Research evaluations of inquiry-based learning
........................203
The importance of assessment in inquiry-based approaches
...............207
Supporting collaboration within inquiry approaches
.....................210
Challenges of inquiry approaches to learning
...........................212
How can teachers support productive inquiry?
..........................213
Summary and conclusions
..........................................215
References
......................................................216
Chapter
10.
The community as a resource for learning: an analysis of
academic service-learning in primary and secondary education
. . 227
—
Andrew Furco
The rising tide of service-learning
...................................228
The essence of the pedagogy
.......................................230
The impacts of service-learning on students
...........................235
Looking to the future
..............................................241
References
.....................................................243
THE NATURE OF LEARNING: USING RESEARCH TO INSPIRE PRACTICE
r
OECD
2010
10 -
TABLE
OF
CONTENTS
Chapter
11.
The effects of family on children s learning and socialisation
.. .251
—
Barbara Schneider, Venessa Keesler and
Larissa
Morlock
Introduction
....................................................252
How families influence their children s learning development
.............252
What school outcomes do families influence?
...........................261
Conclusion
-
strengthening home-school relationships
...................265
References
.....................................................268
Chapter
12.
Implementing innovation: from visionary models to
everyday practice
.......................................285
—
Lauren B. Resnick, James P.
Spillane,
Pant Goldman and
Elizabeth S.
Rangel
Introduction
....................................................286
The challenge of innovation in education
.............................286
Strategies for organisational design: sociology and organisational theories
. .. 290
Redesigning school practice: kernel routines for organisational change
.... 293
Summary conclusions
............................................304
References
.....................................................307
Chapter
13.
Future directions for learning environments in the 21s century
. .317
—
David ¡stance and
Hanna Dumont
Introduction
.....................................................318
Key transversal conclusions
.........................................318
A demanding educational agenda
...................................326
The challenge of implementation
.....................................331
References
......................................................337
Figures
Figure
5.1
Broad classification of brain networks involved in learning
........117
Figure
5.2
The connection between two neurons
.........................118
Figure
7.1
Different factors that influence the effectiveness of co-operative
learning
................................................172
Figure
8.1
Cognitive theory of multimedia learning
......................187
Figure
10.1
Service-learning compared to other forms of experiential learning
. . 230
Figure
10.2
Quality teaching elements present in service-learning
............231
Figure
12.1
The Learning Walk® as a Kernel Routine
....................296
Figure
12.2
The Pedagogy and Content Kernel
..........................298
THE NATURE OF LEARNING: USING RESEARCH TO INSPIRE PRACTICE
f
OECD
2010
|
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| indexdate | 2024-12-24T02:44:05Z |
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| spellingShingle | The nature of learning using research to inspire practice Lernen (DE-588)4035408-8 gnd |
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| title | The nature of learning using research to inspire practice |
| title_auth | The nature of learning using research to inspire practice |
| title_exact_search | The nature of learning using research to inspire practice |
| title_full | The nature of learning using research to inspire practice OECD. Ed. by Hanna Dumont ... |
| title_fullStr | The nature of learning using research to inspire practice OECD. Ed. by Hanna Dumont ... |
| title_full_unstemmed | The nature of learning using research to inspire practice OECD. Ed. by Hanna Dumont ... |
| title_short | The nature of learning |
| title_sort | the nature of learning using research to inspire practice |
| title_sub | using research to inspire practice |
| topic | Lernen (DE-588)4035408-8 gnd |
| topic_facet | Lernen Aufsatzsammlung |
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