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vol. 4 ISBN 9780805807097
内容説明
The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters.
A rich variety of topics is addressed including:
*an analysis of the components of teaching competence
*the evolution of a learner's mathematical understanding
*the use of causal models for generating scientific explanations
*the facilitation of meaningful learning through text illustrations
*the competence of children in argumentative interaction that results in conceptual change.
目次
Contents: Preface. G. Leinhardt, On Teaching. A.H. Schoenfeld, J.P. Smith III, A. Arcavi, Learning: The Microgenetic Analysis of One Student's Evolving Understanding of a Complex Subject Matter Domain. B.Y. White, Intermediate Causal Models: A Missing Link For Successful Science Education? R.E. Mayer, Illustrations That Instruct. N.L. Stein, C.A. Miller, The Development of Memory and Reasoning Skill in Argumentative Contexts: Evaluating, Explaining, and Generating Evidence.
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vol. 5 ISBN 9780805825497
内容説明
Investigators have moved back and forth between design efforts and basic studies in cognition to improve both application and fundamental knowledge. This volume's theme is this interaction between practice and science with the opportunity for reflecting on findings in order to understand them and suggesting improved forms of application and their underlying explanation. This is seen in various arenas including theory-based computer-assisted instruction for teaching mathematics, the design of communities of learning in elementary schools, teaching in the context of problem-solving situations and reasoning with models, self-explanation as a highly effective learning activity, conceptual change in medical training and health education, and workplace training in electronic troubleshooting. The results of extensive long-term experience and analysis in each of these areas are insightfully reported by the well-known contributors to this volume.
Special features of this fifth edition include:
* The work of eminent cognitive scientists in the design and evaluation of educational and training environments to increase current understanding of learning and development, as this understanding is applied to innovative instructional programs and teaching methods.
* A description of learning theory and principles as well as implications and examples on research and development on educational application.
* A presentation on the 10-year change in perspective on research and development in problem solving environments that invite inquiry about academic information and skills in the context of instruction of elementary school children.
* An innovative approach to math and science instruction in which teaching is oriented around constructing, evaluating, and revising models.
* An examination of the process of self-explaining, which involves explaining to one's self in an attempt to make sense of a new situation.
* A description of a long-term program of cognitive task analysis and instructional design on problem solving in the operation of complex equipment.
* An investigation on the acquisition of clinical reasoning skills and the understanding of biomedical concepts in both professional medicine and the health practices of the lay population.
目次
Contents: Preface. J.R. Anderson, C.D. Schunn, Implications of the ACT-R Learning Theory: No Magic Bullets. The Cognition and Technology Group at Vanderbilt, Adventures in Anchored Instruction: Lessons From Beyond the Ivory Tower. R. Lehrer, L. Schauble, Modeling in Mathematics and Science. M.T.H. Chi, Self-Explaining: The Dual Processes of Generating Inference and Repairing Mental Models. S.P. Gott, A.M. Lesgold, Competence in the Workplace: How Cognitive Performance Models and Situated Instruction Can Accelerate Skill Acquisition. V.L. Patel, D.R. Kaufman, J.F. Arocha, Conceptual Change in the Biomedical and Health Sciences Domain.
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vol. 3 ISBN 9780898597066
内容説明
The contributors to this volume address reasoning and problem solving as fundamental to learning and teaching and to modern literacy. The research on expertise and the development of competence makes it clear that structures of knowledge and cognitive process should be tightly linked throughout education to attain high levels of ability. The longstanding pedagogical assumption that the attainment of useful knowledge proceeds from lower level learning based on the practice of fundamental skills that demand little thought, to higher level competence in which problem solving finally plays an increasing role, is no longer tenable. It is now clear that thinking is not an outcome of basic learning, but is part of the basic acquisition of knowledge and skill. In learning to read, for example, decoding the printed word and understanding simple texts is an act of problem solving, requiring inference and elaboration by the reader. The prevalence of reasoning with information at all levels makes the details of its involvement a fundamental influence on learning and instruction -- a recurring theme in each of the chapters.
A rich variety of topics is addressed including:
*an analysis of the components of teaching competence
*the evolution of a learner's mathematical understanding
*the use of causal models for generating scientific explanations
*the facilitation of meaningful learning through text illustrations
*the competence of children in argumentative interaction that results in conceptual change.
目次
Contents: Preface. G. Leinhardt, On Teaching. A.H. Schoenfeld, J.P. Smith III, A. Arcavi, Learning: The Microgenetic Analysis of One Student's Evolving Understanding of a Complex Subject Matter Domain. B.Y. White, Intermediate Causal Models: A Missing Link For Successful Science Education? R.E. Mayer, Illustrations That Instruct. N.L. Stein, C.A. Miller, The Development of Memory and Reasoning Skill in Argumentative Contexts: Evaluating, Explaining, and Generating Evidence.
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