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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