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| 049 |
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|a MAIN
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| 245 |
0 |
0 |
|a How people learn :
|b brain, mind, experience, and school /
|c John D. Bransford [and others], editors ; Committee on Developments in the Science of Learning and Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and Education, National Research Council.
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| 250 |
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|a Expanded ed.
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| 260 |
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|a Washington, D.C. :
|b National Academy Press,
|c �2000.
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| 300 |
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|a 1 online resource (x, 374 pages) :
|b illustrations
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 347 |
|
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|a data file
|2 rda
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| 504 |
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|a Includes bibliographical references (pages 285-348) and index.
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| 505 |
0 |
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|a Learning : from speculation to science -- How experts differ from novices -- Learning and transfer -- How children learn -- Mind and brain -- The design of learning environments -- Effective teaching : examples in history, mathematics, and science -- Teaching learning -- Technology to support learning -- Conclusions -- Next Steps for Research.
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| 520 |
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|a A resources in which new research about the mind, the brain, and the processes of learning are applied to questions regarding curricula, classrooom settings, and teaching methods.
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| 520 |
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|a When do infants begin to learn? How do experts learn and how is this different from nonexperts? What can teachers and schools do - with curricula, classroom settings, and teaching methods - to help children learn most effectively? This book offers exciting new research about the mind, the brain, and the processes of learning that provides answers to these and other question. New information from many branches of science as significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture of what people see and absorb. How People Learn examines these finding and their implication for what we teach, how we teach it, and how we assess what our children - and adults - learn. Newly expanded to show how theories and insights can translate into actions and practice, How People Learn makes a real connection between classroom activities and learning behavior.
|
| 588 |
0 |
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|a Print version record.
|
| 506 |
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|3 Use copy
|f Restrictions unspecified
|2 star
|5 MiAaHDL
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| 533 |
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|a Electronic reproduction.
|b [S.l.] :
|c HathiTrust Digital Library,
|d 2010.
|5 MiAaHDL
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| 538 |
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|a Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.
|u http://purl.oclc.org/DLF/benchrepro0212
|5 MiAaHDL
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| 583 |
1 |
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|a digitized
|c 2010
|h HathiTrust Digital Library
|l committed to preserve
|2 pda
|5 MiAaHDL
|
| 590 |
|
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|a OCLC
|b WorldCat Holdings
|
| 590 |
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|a eBooks on EBSCOhost
|b All EBSCO eBooks
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| 650 |
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0 |
|a Learning, Psychology of.
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| 650 |
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0 |
|a Learning
|x Social aspects.
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| 650 |
|
6 |
|a Apprentissage, Psychologie de l'
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| 650 |
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6 |
|a Apprentissage
|x Aspect social.
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| 650 |
|
7 |
|a EDUCATION
|x Educational Psychology.
|2 bisacsh
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| 650 |
|
7 |
|a Learning, Psychology of.
|2 fast
|0 (OCoLC)fst00995009
|
| 650 |
|
7 |
|a Learning
|x Social aspects.
|2 fast
|0 (OCoLC)fst00994845
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| 650 |
1 |
7 |
|a Leerpsychologie.
|2 gtt
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| 650 |
1 |
7 |
|a Onderwijsmethoden.
|2 gtt
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| 650 |
1 |
7 |
|a Leerplannen.
|2 gtt
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| 650 |
1 |
7 |
|a Leren.
|2 gtt
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| 650 |
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7 |
|a Lernen
|2 gnd
|
| 650 |
|
7 |
|a P�adagogische Psychologie
|2 gnd
|
| 650 |
|
7 |
|a Lernpsychologie
|2 gnd
|
| 655 |
|
4 |
|a Electronic books.
|
| 655 |
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0 |
|a Electronic books.
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| 700 |
1 |
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|a Bransford, John.
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| 710 |
2 |
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|a National Research Council (U.S.).
|b Committee on Developments in the Science of Learning.
|
| 710 |
2 |
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|a National Research Council (U.S.).
|b Committee on Learning Research and Educational Practice.
|
| 776 |
0 |
8 |
|i Print version:
|t How people learn.
|b Expanded ed.
|d Washington, D.C. : National Academy Press, �2000
|z 0585321078
|w (DLC) 00010144
|w (OCoLC)44493144
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