How Students Come to Be, Know, and Do (Learning in Doing: Social, Cognitive and Computational Perspectives)
Cambridge University Press, 10/28/2010
EAN 9780521515658, ISBN10: 0521515653
Hardcover, 240 pages, 22.9 x 15.2 x 1.4 cm
Language: English
Studies 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.
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.