European University Institute Library

How students come to be, know, and do, a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl

eng

index present

non fiction

How students come to be, know, and do

electronic resource

dictionaries

776976886

Leslie Rupert Herrenkohl, Véronique Mertl

Learning in doing : social, cognitive and computational perspectivesCambridge Social Sciences eBooks

a case for a broad view of learning

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.--, Provided by publisher

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

How Students Come to Be, Know, & Do