How Students Learn : History, Mathematics, and Science in the Classroom

by Donovan, M. Suzanne; Bransford, John; Donovan, Suzanne; Bransford, John

• ISBN13: 9780309074339
• ISBN10: 0309074339
• Format: Hardcover
• Copyright: 2005-01-01
• Publisher: Natl Academy Pr

Summary

This volume builds on the discoveries detailed in last year's bestselling "How People Learn" to explore how educational principles can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school.

Table of Contents

1 Introduction	1	(30)
M. Suzanne Donovan and John D. Branford
A Fish Story,	2	(10)
Learning Environments and the Design of Instruction,	12	(8)
Putting the Principles to Work in the Classroom,	20	(1)
Intent and Organization of This Volume,	21	(4)
Notes,	25	(1)
References,	26	(5)
Part I. History
2 Putting Principles into Practice: Understanding History	31	(48)
Peter J. Lee
History and Everyday Ideas,	33	(28)
Substantive Concepts,	61	(4)
History That Works,	65	(8)
Notes,	73	(1)
References,	74	(5)
3 Putting Principles into Practice: Teaching and Planning	79	(100)
Rosalyn Ashby, Peter J. Lee, and Denis Shemilt
The Reality Test,	80	(4)
Working with Evidence: Pilgrim Fathers and Native Americans,	84	(35)
Working with Evidence: The St. Brendan's Voyage Task,	119	(45)
Appendix 3A: Implications for Planning,	164	(13)
Notes,	177	(1)
References,	177	(2)
4 "They Thought the World Was Flat?": Applying the Principles of How People Learn in Teaching High School History	179	(38)
Robert B. Bain
Where to Begin? Transforming Topics and Objectives into Historical Problems,	181	(18)
Designing a "History-Considerate" Learning Environment: Tools for Historical Thinking,	199	(10)
Conclusion,	209	(1)
Acknowledgments,	210	(1)
Notes,	211	(1)
References,	212	(5)
Part II: Mathematics
5 Mathematical Understanding: An Introduction	217	(40)
Karen C. Fuson, Mindy Kalchman, and John D. Bransford
Principle #1: Teachers Must Engage Students' Preconceptions,	219	(12)
Principle #2: Understanding Requires Factual Knowledge and Conceptual Frameworks,	231	(5)
Principle #3: A Metacognitive Approach Enables Student Self-Monitoring,	236	(7)
Next Steps,	243	(3)
Notes,	246	(1)
References,	246	(10)
Suggested Reading List for Teachers,	256	(1)
6 Fostering the Development of Whole-Number Sense: Teaching Mathematics in the Primary Grades	257	(52)
Sharon Griffin
Deciding What Knowledge to Teach,	259	(8)
Building on Children's Current Understandings,	267	(12)
Acknowledging Teachers' Conceptions and Partial Understandings,	279	(2)
Revisiting Question 2: Defining the Knowledge That Should Be Taught,	281	(1)
How Can This Knowledge Be Taught?: The Case of Number Worlds,	282	(20)
What Sorts of Learning Does This Approach Make Possible?,	302	(3)
Summary and Conclusion,	305	(1)
Acknowledgments,	306	(1)
Notes,	306	(1)
References,	306	(3)
7 Pipes, Tubes, and Beakers: New Approaches to Teaching the Rational-Number System	309	(42)
Joan Moss
Rational-Number Learning and the Principles of How People Learn,	312	(7)
Instruction in Rational Number,	319	(22)
Conclusion: How Students Learn Rational Number,	341	(2)
Notes,	343	(2)
References,	345	(6)
8 Teaching and Learning Functions	351	(46)
Mindy Kalchman and Kenneth R. Koedinger
Addressing the Three Principles,	359	(14)
Teaching Functions for Understanding,	373	(16)
Summary,	389	(2)
Acknowledgments,	391	(1)
Notes,	392	(1)
References,	392	(1)
Other Relevant Readings,	393	(4)
Part III: Science
9 Scientific Inquiry and How People Learn	397	(24)
John D. Bransford and M. Suzanne Donovan
Principle #1: Addressing Preconceptions,	399	(4)
Principle #2: Knowledge of What It Means to "Do Science,"	403	(4)
Principle #3: Metacognition,	407	(4)
The How People Learn Framework,	411	(4)
Conclusion,	415	(1)
Notes,	416	(1)
References,	416	(5)
10 Teaching to Promote the Development of Scientific Knowledge and Reasoning About Light at the Elementary School Level	421	(54)
Shirley J. Magnusson and Annemarie Sullivan Palinscar
The Study of Light,	422	(4)
The Study of Light Through Inquiry,	426	(34)
Supporting Learning Through Cycles of Investigation,	460	(7)
The Role of Subject-Specific Knowledge in Effective Science Instruction,	467	(2)
Conclusion,	469	(1)
Notes,	470	(2)
References,	472	(3)
11 Guided Inquiry in the Science Classroom	475	(40)
James Minstrell and Pamela Kraus
The Unit: The Nature of Gravity and Its Effects,	477	(34)
Summary,	511	(1)
Notes,	512	(3)
12 Developing Understanding Through Model-Based Inquiry	515	(54)
James Stewart, Jennifer L. Cartier, and Cynthia M. Passmore
Genetics,	516	(24)
Developing Darwin's Model of Natural Selection in High School Evolution,	540	(15)
Classroom Environments That Support Learning with Understanding,	555	(6)
Summary,	561	(1)
Notes,	562	(1)
References,	563	(6)
A Final Synthesis: Revisiting the Three Learning Principles
13 Pulling Threads	569	(28)
M. Suzanne Donovan and John D. Bransford
Engaging Resilient Preconceptions,	569	(6)
Organizing Knowledge Around Core Concepts,	575	(2)
Supporting Metacognition,	577	(9)
Principles of Learning and Classroom Environments,	586	(2)
Notes,	588	(1)
References,	589	(1)
Other Resources,	590	(1)
Biographical Sketches of Committee Members and Contributors	591	(6)
Index	597