How People Learn II
Kaup valmöguleikar
There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom.
Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments.
How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.
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- National Academies Press
- 9780309459679
- 9780309459648
- ePub
- 0
- ; ; ; ;
- English
- 2018-09-27
- 100
Kaflar
- Cover Page
- Title Page
- Copyright Page
- Table of Contents
- Summary
- 1 Introduction
- Charge to the Committee
- Contributions of HPL I
- Interpreting the Charge
- Gathering Evidence to Address the Charge
- Treatment of Evidence
- Guide to This Report
- 2 Context and Culture
- The Cultural Nature of Learning
- Defining Culture
- The Role of Culture in Learning and Development
- Learning as Social Activity
- The Dynamic Interaction of Culture, Biology, and Context
- Social and Emotional Influences
- Physical Influences
- Conclusion
- 3 Types of Learning and the Developing Brain
- Types of Learning
- Three Learning Scenarios
- Basic Types of Learning
- Integrating Types of Learning
- Learning and the Brain
- Prenatal and Lifelong Brain Development and Maturation
- Brain Adaptation in Response to Learning
- Evidence of Learning-Related Changes in the Brain Throughout the Life Span
- Conclusions
- 4 Processes That Support Learning
- Orchestrating Learning
- Executive Function
- Self-Regulation of Learning
- Memory
- Reconstructing Memories
- Working and Long-Term Memory
- Memory for Episodes of Learning
- Conclusions
- 5 Knowledge and Reasoning
- Building a Knowledge Base
- Knowledge and Expertise
- Benefits of Expertise
- Bias as a Natural Side Effect of Knowledge
- Knowledge Integration and Reasoning
- Inferential Reasoning
- Age-Related Changes in Knowledge and Reasoning
- Effects of Culture on Reasoning
- Strategies to Support Learning
- Strategies for Knowledge Retention
- Strategies for Understanding and Integration
- Conclusions
- 6 Motivation to Learn
- Theoretical Perspectives
- Learners’ Beliefs and Values
- Self-Efficacy
- Values
- Interest
- Intrinsic Motivation
- External Rewards
- Effects of Choice
- The Importance of Goals
- Types of Goals
- Influence of Teachers on Learners’ Goals
- Learning Goals and Other Goals
- Future Identities and Long-Term Persistence
- Social and Cultural Influences on Motivation
- Cross-Cultural Differences in Learners’ Self-Construals
- Social Identity and Motivation Processes
- Stereotype Threat
- Interventions to Improve Motivation
- Conclusions
- 7 Implications for Learning in School
- Culture and Learning in School
- School and Classroom Contexts
- Shifting from “Deficit” to “Asset” Models
- Discipline-Specific Learning
- Mathematics
- Science
- History
- Engaging and Empowering Learners
- Self-Regulated Learning
- Instructional Approaches for Engaging the Learner
- Assessing Learning
- Providing Feedback to Learners
- Connecting Assessment to Evidence about How Students Learn
- Conclusions
- 8 Digital Technology
- Aligning Technologies with Learning Goals
- Affordances of Learning Technologies
- Learning Through Repetition
- Deeper Learning with Models
- Collaborative and Cooperative Learning
- Technology-Supported Self-Regulated Learning
- Technologies that Stimulate Active Learning
- Learning Through Game Play
- Leveraging Stories and Favorite Characters
- Empowering Learners as Producers and Creators
- Making
- Embodied Cognition
- Conversational Agents
- Technologies for Instruction
- Linking Formal and Informal Learning
- Orchestrating Instruction
- Writing Instruction
- Opportunities and Challenges
- Digital Dashboards
- Distance Learning
- Mobile Personal Devices
- Problematic Features of Technology
- Universal Design
- Technology for Learning in Later Life
- The Digital Divide
- A Systematic Approach to Implementation
- Conclusions
- 9 Learning Across the Life Span
- Changes That Occur with Age
- Reasoning and Knowledge
- Motivation for Learning
- Learning Activities and Environments
- Cognitive Abilities
- Learning Disabilities
- Causes of Learning Disabilities
- Reading Disabilities
- Mathematics Disabilities
- Learning Disabilities in Adults
- Adult Literacy
- Interventions
- Postsecondary Educational Experiences
- Workforce Training
- Determining Whether People Learn in the Workplace
- Training Transfer
- Autonomous Workplace Learning
- Self-Regulated Learning in the Workplace
- The Importance of Active Engagement
- Fostering Lifelong Learning
- Conclusions
- 10 Research Agenda
- The Dynamic Nature of Learning
- Research Agenda
- References
- Appendixes
- A History of the How People Learn Studies and Their Use
- B List of Relevant Reports Published by the National Academies Press
- C Study Populations in Research on Learning
- D Committee and Staff Biographies