Tuesday, April 26, 2016

How Students Come to Be, Know, and Do








How Students Come to Be, Know, and Do: A Case for a Broad View of Learning
Buku ini diterbitkan tahun 2010  oleh Cambridge University Press. New York adalah buku edisi Pertama.


Judul:  How Students Come to Be, Know, and Do: A Case for a Broad View of Learning
Oleh:   Leslie Rupert Herrenkohl, et al
Penerbit:  Cambridge University Press. New York
Tahun: 2010
Jumlah Halaman: 240 hal.

Penulis:

Leslie Rupert Herrenkohl
University of Washington
Ve’ Ronique Mertl
University of Washington

Lingkup Pembahasan:
Buku kami berfokus pada salah satu kelas dari ras, etnis, bahasa, dan siswa kelas empat sosioekonomi beragam dan mereka guru sains untuk membuat kasus untuk belajar sebagai proses, mengetahui, dan melakukan. Buku ini dimulai dengan akun teoritis belajar dari pandangan yang luas. Dalam bab-babnya, buku ini menganalisis bagaimana kelas berkembang mendukung proses  sosial dan emosional dan intelektual yang ketat tempat untuk belajar ilmu.  Buku ini juga menyediakan studi kasus dari empat mahasiswa untuk mengikuti lintasan mereka melalui pelajaran kelas dan mulai memahami bagaimana
mereka datang untuk melihat ilmu pengetahuan sebagai bagian dari diri mereka sendiri. Tujuan kami adalah untuk membangun model pembelajaran holistik kuat  yang menghormati kompleksitas
menjadi seorang pemikir ilmiah dan menghormati wawasan dari Vygotsky dan Dewey yang berpikir adalah lebih dari tindakan kognitif.

Daftar Isi:


Series Foreword page xiii
Acknowledgments xv
Introduction 1
   To Be, To Know, and To Do: An Example 3
   Why Ways of Knowing, Doing, and Being? 7
   Situating Our Broader Perspective in Discussions of the Purpose of Education 8
   Sociocultural Approaches to Learning and Development 11
   Contemporary Perspectives on Vygotsky's Holistic Theme 13
   Sociocultural Contemporary Perspectives on Learning in Schools 15
   Our Approach to Knowing, Doing, and Being in the Classroom: Beginning Some Assumptions
       for a Broad View of Learning 18
   Research Questions and methodological Approach 19
   The Context Lens: Locating Being, Knowing, and Doing within a web of Values, Principles,
       Practices, and Tools 20
   The Community and Interpersonal Lenses: Locating Being, Knowing, and Doing as They
       Emerge    through Interpersonal Negotiation of Values, Principles, Practices, and Tools 22
   The Personal Lens: Locating Being and Knowing within a Person's Experiences across Time 24
   A Broad View of Learning 25
1 The Context Lens 27
   The School 27
   The Teacher 28
   The Students 29
   The Researcher 30
   Guiding Principles for Learning 31
   The Curricular Materials and Activities 35
   The Daily Schedule 35
   Ways of Being as Background 41
2  How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal  
    Interactions and the Creation of Community, Part I 45
   The Teacher's Role 46
   Questioning Students Other Students about Their Scientific Ideas: Shifting Ways of Knowing,
        Doing,And Being 50
    Introducing the Ways of Thinking Like a Scientist and the Intellectual Roles 56
    The Creation of a Community of questioners 99
3  How Ways of Knowing, Doing, and Being Emerged in the Classroom: Interpersonal 
    Interactions and the Creation of Community, Part II 102
    Negotiating and Establishing Speaking Rights 103
    Persisting in the Face of Difficulty to Understand and Articulate Ideas 114
    Taking Perspectives 121
    Challenging Ideas 130
    Being Wrong (and / or Changing One's Mind) 139
4  Personal Lens of Analysis: Individual Learning trajectories 148
    Rich 150
    Questioning and Challenging 153
    Challenging and revising Thinking 154
    Challenging Respectful 155
    Denise 158
    Presenting Key Theoretical Ideas 160
    Embracing Being Wrong in the Classroom 161
    Ideas and Participation eliciting from Peers 162
    Raul 166
    explanation 167
    Facilitating Joint Understanding of Key Concepts and Ideas 173
    Taking Perspectives / Negotiating Differences 175
    Christie 179
    Disengagement, Disruption, and Negative Self-perception 182
    Engagement, Participation, and Confidence 185
Conclusion 189
References 201

Index.  213


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