How students come to be, know, and do
Subtitle: a case for a broad view of learning
By: Leslie Rupert Herrenkohl, Véronique Mertl
Contributors: Mertl, Véronique, 1972-
Series: Learning in doing: social, cognitive and computational perspectives
Publisher: Cambridge University Press
Published: 2010
Place of publication: New York
Language: eng
Number of pages: 215
ISBN-13: 9780521515658
Subjects: Science; Study and teaching (Elementary); Interpersonal relations; City children; Learning; Education (Elementary); Group work in education; Case studies
Description: "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. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher.
Notes: Includes bibliographical references (p. 201-211) and index.
Table of contents: title: Machine generated contents note: 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.