Download or read book Cognitive and Instructional Processes in History and the Social Sciences written by Mario Carretero and published by Routledge. This book was released on 2012-12-06 with total page 450 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a direct result of an international conference that brought together a number of scholars from Europe and the United States to discuss their ideas and research about cognitive and instructional processes in history and the social sciences. As such, it fills a major gap in the study of how people learn and reason in the context of particular subject matter domains and how instruction can be improved in order to facilitate better learning and reasoning. Previous cognitive work on subject matter learning has been focused primarily upon mathematics and physics; the present effort provides the first such venture examining the history and social science domains from a cognitive perspective. The different sections of the book cover topics related to comprehension, learning, and instruction of history and the social sciences, including: *the development of some social sciences concepts, *the teaching of social sciences -- problems and questions arising from this cognitive perspective of learning, *the comprehension and learning from historical texts, *how people and students understand historical causality and provide explanations of historical events, and *the deduction processes involved in reasoning about social sciences contents. This volume will be useful for primary and secondary school teachers and for cognitive and instructional researchers interested in problem solving and reasoning, text comprehension, domain-specific knowledge acquisition and concept development.
Download or read book Teaching and Learning in History written by Ola Hallden and published by Routledge. This book was released on 2012-10-12 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
Download or read book Cognition and Instruction written by Ronna F. Dillon and published by Academic Press. This book was released on 1988-05-01 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Cognition and Instruction focuses on the relationship of knowledge acquisition processes with instruction, including reading, writing, mathematics, curriculum design and reform, and reasoning. The selection first takes a look at the issues in cognitive psychology and instruction, reading, and writing. Discussions focus on the processes of knowledge acquisition, cognitive prescriptions for teaching, cognitive components of reading, instruction in reading, distinctive nature of higher order mental activity in written composition, and knowledge-transforming procedures within the general context of higher order skills. The publication also offers information on second language and mathematics. The text ponders on science, social studies, and art. Topics include psychological research related to curriculum design, science curriculum reform, curriculum and instructional components of social studies and social sciences, evidence for individual styles in young children, educational considerations, and concept of style. The text then examines music and reasoning. The selection is a valuable source of data for readers and cognitive psychologists pursuing research on the relationship of cognition and instruction. - The most recent developments in cognitive psychology - Up-to-date literature reviews - Chapter on training reasoning - Active, renowned contributing authors
Download or read book Handbook of Research in Social Studies Education written by Linda S. Levstik and published by Routledge. This book was released on 2010-04-15 with total page 423 pages. Available in PDF, EPUB and Kindle. Book excerpt: This Handbook outlines the current state of research in social studies education – a complex, dynamic, challenging field with competing perspectives about appropriate goals, and on-going conflict over the content of the curriculum. Equally important, it encourages new research in order to advance the field and foster civic competence; long maintained by advocates for the social studies as a fundamental goal. In considering how to organize the Handbook, the editors searched out definitions of social studies, statements of purpose, and themes that linked (or divided) theory, research, and practices and established criteria for topics to include. Each chapter meets one or more of these criteria: research activity since the last Handbook that warrants a new analysis, topics representing a major emphasis in the NCSS standards, and topics reflecting an emerging or reemerging field within the social studies. The volume is organized around seven themes: Change and Continuity in Social Studies Civic Competence in Pluralist Democracies Social Justice and the Social Studies Assessment and Accountability Teaching and Learning in the Disciplines Information Ecologies: Technology in the Social Studies Teacher Preparation and Development The Handbook of Research in Social Studies is a must-have resource for all beginning and experienced researchers in the field.
Download or read book Teaching and Learning History in Elementary Schools written by Jere E. Brophy and published by Teachers College Press. This book was released on 1997-01-01 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt: In clear, concise language, this book deals with fundamental issues that must be addressed if teachers are to construct coherent and powerful history curricula, including: What are the purposes and goals that different types of teachers establish for their history teaching?, and What do children know and think about history, and what are the teaching implications for our schools? This book represents a major advance in developing a knowledge base about childrens historical learning and thinking that applies to history teaching some of the principles involved in teaching for understanding and conceptual change teaching, methods that have been so successful in other school subjects.
Download or read book Teaching for Historical Literacy written by Matthew T. Downey and published by Routledge. This book was released on 2015-07-30 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching for Historical Literacy combines the elements of historical literacy into a coherent instructional framework for teachers. It identifies the role of historical literacy, analyzes its importance in the evolving educational landscape, and details the action steps necessary for teachers to implement its principles throughout a unit. These steps are drawn from the reflections of real teachers, grounded in educational research, and consistent with the Common Core State Standards. The instructional arc formed by authors Matthew T. Downey and Kelly A. Long takes teachers from start to finish, from managing the prior learning of students to developing their metacognition and creating synthesis at the end of a unit of study. It includes introducing topics by creating a conceptual overview, helping students collect and analyze evidence, and engaging students in multiple kinds of learning, including factual, procedural, conceptual, and metacognitive. This book is a must-have resource for teachers and students of teaching interested in improving their instructional skills, building historical literacy, and being at the forefront of the evolving field of history education.
Download or read book International Review of History Education written by Alaric Dickinson and published by Routledge. This book was released on 2013-05-13 with total page 261 pages. Available in PDF, EPUB and Kindle. Book excerpt: The third volume in this international review takes "raising standards" as its central theme. Raising standards is no simple matter, either conceptually or empirically, whatever politicians might think. If it is to happen, it must draw on research and practical experience from other countries.
Download or read book International Review of History Education written by Mario Carretero and published by Routledge. This book was released on 2013-09-05 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume consists of the proceedings of an international conference on cognition and instruction in history. The papers cover several areas: historical narratives and history teaching; the use of texts, documents and images in learning history; and historical explanation and understanding.
Download or read book Affective Learning Together written by Michael Baker and published by Routledge. This book was released on 2013 with total page 313 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'Affective Learning Together' contains in-depth theoretical reviews and case studies in the classroom, of the social and affective dimensions of group learning in a variety of educational situations and taught disciplines, from small groups working on design projects or debating topics in biology and in history in schools.
Download or read book Knowing Teaching and Learning History written by Peter N. Stearns and published by NYU Press. This book was released on 2000-09 with total page 493 pages. Available in PDF, EPUB and Kindle. Book excerpt: This four-part volume identifies the problems and issues in late 20th and early 21st-century history education, working towards an understanding of this evolving field. It aims to give both students and teachers insights into the best way of developing historical understanding in pupils.
Download or read book The Wiley International Handbook of History Teaching and Learning written by Scott Alan Metzger and published by John Wiley & Sons. This book was released on 2018-04-10 with total page 704 pages. Available in PDF, EPUB and Kindle. Book excerpt: A comprehensive review of the research literature on history education with contributions from international experts The Wiley International Handbook of History Teaching and Learning draws on contributions from an international panel of experts. Their writings explore the growth the field has experienced in the past three decades and offer observations on challenges and opportunities for the future. The contributors represent a wide range of pioneering, established, and promising new scholars with diverse perspectives on history education. Comprehensive in scope, the contributions cover major themes and issues in history education including: policy, research, and societal contexts; conceptual constructs of history education; ideologies, identities, and group experiences in history education; practices and learning; historical literacies: texts, media, and social spaces; and consensus and dissent. This vital resource: Contains original writings by more than 40 scholars from seven countries Identifies major themes and issues shaping history education today Highlights history education as a distinct field of scholarly inquiry and academic practice Presents an authoritative survey of where the field has been and offers a view of what the future may hold Written for scholars and students of education as well as history teachers with an interest in the current issues in their field, The Wiley International Handbook of History Teaching and Learning is a comprehensive handbook that explores the increasingly global field of history education as it has evolved to the present day.
Download or read book Understanding and Teaching the Intuitive Mind written by Bruce Torff and published by Routledge. This book was released on 2001-01-01 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The intuitive mind is a powerful force in the classroom and often an undetected one. Intuitive conceptions--knowledge or knowledge-structures that individuals acquire and use largely without conscious reflection or explicit instruction--sometimes work to facilitate learning in the classroom and other contexts. But learning may also be impeded by intuitive conceptions, and they can be difficult to dislodge as needed. The literatures in psychology and education include a large and diverse body of theory and research on intuitive conceptions, but this work is limited in some respects. This volume contributes in four ways to overcome these limitations. Understanding and Teaching the Intuitive Mind: Student and Teacher Learning: * pulls together diverse theoretical and methodological approaches to the origin, structure, function, and development of intuitive conceptions; * explores a diversity of academic disciplines--paying equal attention not only to mathematics and science, the fields in which intuitive concepts have been studied most extensively, but also to the social sciences, arts, and humanities; * explicitly links theory and research to educational implications and classroom applications; and * focuses not only on students' intuitive conceptions but also on teachers' intuitive beliefs about learning and teaching. Although the viewpoints of the contributors are diverse, they share the belief that educational practices have much to gain by systematic studies of the intuitive learner and teacher. This volume offers state-of-the-art, research-based information and support for psychologists, teacher educators, educational administrators, teachers, prospective teachers, and others who seek to develop educational practices that are cognizant of (and responsive to) the intuitive conceptions of students and teachers.
Download or read book The Impact of State and National Standards on K 12 Science Teaching written by Dennis W. Sunal and published by IAP. This book was released on 2006-06-01 with total page 453 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the expectations toward the science standards of various stakeholders including students, parents, teachers, administrators, higher education science and science education faculty members, politicians, governmental and professional agencies, and the business community. This book also investigates how the science standards have been translated into practice at the K-12 school district level, addressing issues around professional development, curriculum, assessment/evaluation, and accountability. The fundamental questions to be addressed are: (1) What is the response in terms of trends and patterns, of the educational system to the introduction of the national and state science standards since the late 1980’s? and (2) What is the impact of the introduction of the science standards on teachers, classrooms, and students?
Download or read book Teaching and Learning in History written by Ola Hallden and published by Routledge. This book was released on 2012-10-12 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on history instruction and learning is emerging as an exciting new field of inquiry. The editors prepared this volume because the field is at an important moment in its development -- a stage where there is research of sufficient depth and breadth to warrant a collection of representative pieces. The field of research on history teaching and learning connects with both traditional research on social studies and with recent cognitive analyses of domains such as mathematics and physics. However, the newer research goes beyond these activities as well. Where traditional research approaches to social studies instruction and learning have focused on curriculum, they have avoided the study of purely disciplinary features, the textual components of history and the concomitant demands, as well as the nature of various learners. Where recent cognitive analyses of mathematics and physics have dealt with misconceptions and knowledge construction, they have avoided topics such as perspective-taking, interpretation, and rhetorical layerings. The new work, by contrast, has been concerned with these issues as well as the careful analyses of the nature of historical tasks and the nature of disciplinary and instructional explanations. The lines of research presented in these chapters are both compelling and diverse and include a range of topical questions such as: * What affects the quality of teaching? * How are historical documents interpreted in the writing of history? * How is history explained? * What are the classroom demands on an elementary school social studies teacher? * What does text accomplish or fail to accomplish in educational settings? * How do teachers think about particular topics for history teaching? Although much of the research reflects a grounding in, or the influence of, cognitive psychology, not all of it derives from that tradition. Traditions of rhetoric, curriculum analysis, and developmental psychology are also woven throughout the chapters. The editors envision this volume as a contribution to educational research in a subject matter, and as a tool for practitioners concerned with the improvement of instruction in history. They also anticipate that it will contribute to cognitive science.
Download or read book Educating Everybody s Children written by Robert W. Cole and published by ASCD. This book was released on 2008 with total page 317 pages. Available in PDF, EPUB and Kindle. Book excerpt: This revised and expanded 2nd edition of Educating Everybody's Children provides educators with research-proven instructional strategies to meet the varying needs of students from economically, ethnically, culturally, and linguistically diverse backgrounds.
Download or read book Interpersonal Understanding in Historical Context written by and published by BRILL. This book was released on 2009-01-01 with total page 159 pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding students’ historical understanding is a complex and challenging endeavour, for history teachers as well as for researchers from diverse fields. Since historical situations contain interpersonal and social issues that happened in the past, not only history educators are interested in how students understand them.
Download or read book Reconsidering Conceptual Change Issues in Theory and Practice written by Margarita Limón and published by Springer Science & Business Media. This book was released on 2007-05-08 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is an important account of the state of the art of both theoretical and practical issues in the present-day research on conceptual change. Unique in its complete treatment of the questions that should be considered to further current understanding of knowledge construction and change, this book is useful for psychologists, cognitive scientists, educational researchers, curriculum developers, teachers and educators at all levels and in all disciplines.
