Teaching for Understanding What It Is and How To Do It
Buku Ini diterbitkan tahun 2003 oleh Taylor & Francis e-Library adalah buku edisi Kedua.
Judul: Teaching for Understanding What It Is and How To Do It
Oleh: Douglas P.Newton
Penerbit: Taylor & Francis e-Library
Tahun: 2003
Jumlah Halaman: 209 hal.
Penulis:
Douglas Newton adalah Profesor Pendidikan di Newcastle University, di mana penelitian saat ini berpusat pada sifat pemahaman. Ia telah menulis banyak buku dan artikel untuk akademisi, peneliti dan guru, termasuk Coordinating Science across the primary school bersama dengan Lynn Newton (Falmer Press, 1998).
Lingkup Pembahasan:
Buku ini disajikan untuk dibaca secara berurutan dari awal sampai akhir. Namun demikian, diakui bahwa pembaca memiliki kepentingan dan kebutuhan yang berbeda. Gambar 1.1 menunjukkan struktur. Setiap kolom mewakili kelompok konsisten lebih atau kurang dari bab, dan masing-masing kelompok bisa berfungsi sebagai titik awal untuk kepentingan tertentu. Blok pertama adalah tentang nilai pemahaman, apa pemahaman dalam konteks yang berbeda, dan pemahaman seperti membangun hubungan mental. Blok kedua menjelaskan keterlibatan mental pemahaman dan apa yang mendorong itu, kerangka kerja untuk mendukung pemahaman dan penggunaan analogi, dukungan yang diberikan oleh guru pengganti seperti bahan tekstual dan teknologi informasi, dan kegagalan pemahaman. Blok ketiga berkaitan dengan berbagai faktor yang mempengaruhi perilaku belajar seseorang, konsepsi pemahaman, motivasi dan self-regulated belajar. Bab-bab akhir berurusan dengan mengevaluasi dan menilai pemahaman dan dengan membawa berbagai benang bersama-sama. Kebanyakan bab dimulai dengan ikhtisar singkat dan diakhiri dengan ringkasan, ada glossary singkat untuk membantu mereka yang lebih memilih untuk mempelajari secara mendalam isi buku.
Daftar Isi:
List of Illustrations x
1 Introduction 1
Why a Concern for Understanding? 1
A Thumbnail Sketch of Some Underlying Ideas 2
The Structure of the Book 4
2 Understanding: A Worthwhile Goal 6
What Does Understanding Offer? 6
Understanding as a Common Educational Goal 9
A Worthwhile Goal but a Secondary Concern 10
Summary 12
3 The Nature of Understanding 15
Different Kinds of Understanding 15
Understandings in Various Academic Subjects 18
Some Understanding Variables 23
Authorized and Personal Mental Structures 24
Providing Support for Understanding 25
Summary 25
4 Making Connections 29
Constructing a Mental Representation 29
Working Memory 30
The Undermind 36
Constraints on Constructing Understanding 36
Understanding and Multiple Intelligences 41
Reconstructed Knowledge 41
Summary 42
5 Mental Engagement 45
A Teaching Orientation 45
Mental Engagement 46
Explanation 47
Focused Questioning 52
Forced Prediction 54
Scaffolds 55
Reducing Processing Load 57
Supporting Mental Processes 59
Supporting Unconscious Processes 60
Supporting Particular Kinds of Understanding 60
Practice and Theory 66
Summary 66
6 Supporting Understanding with Analogies 71
Analogies 71
The Effect of Analogies 72
Kinds of Analogy 76
Analogy and Understanding 76
Bridging Analogies 80
Analogy as a Means of Changing Perspectives 81
Limitations of Support from Analogies 81
Preparing to Offer an Analogy 82
Summary 83
7 Using Surrogate Teachers 86
A Surrogate Teacher Analogy 86
Text as Teacher 87
Supporting Understanding with Text 89
Text and Teaching 97
Supporting Understanding with ICT 98
ICT and Teaching 104
Summary 105
8 Failing to Understand 110
Failure to Understand 110
Origins of Misconceptions 113
Theories about Dealing with Misconceptions 115
Strategies for Dealing with Misconceptions 117
Summary 121
9 The Total Learning Environment 125
More Than One Hurdle 125
The Total Mental Environment 126
Learning Behaviours 129
Summary 134
10 Knowing What Counts 137
Conceptions of Learning 137
Children’s Conceptions of Understanding 138
Older Learners’ Conceptions of Understanding 140
Teachers’ Conceptions of Understanding 141
Conceptions of Learning are Learned 141
Summary 142
11 Motivated to Understand 145
Motivation to Learn 145
Accounts of Learning Motivation 146
Values 147
Expectancy 152
Emotions 155
Summary 157
12 The Self-Regulation of Learning 160
The Self-Regulation of Learning 160
Examples of Self-Regulatory Strategies 161
The Practice of Self-Regulation 163
The Development of Metacognition 164
Learning to Learn 165
Self-Regulation and Motivation 167
Summary 167
13 Evaluating Understanding 170
An Inescapable Condition 170
Some Mechanics of Assessment 171
Windows on Understanding 174
Understanding as a Part of the Learning Environment 178
Summary 179
14 In Conclusion 181
Supporting Understanding 181
A Positive and Productive Learning Environment 183
Planning for a Positive and Productive Environment 184
Only Connect 186
Glossary 189.
Name Index 191
Subject Index 195
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