Making sense of learning : a research-based approach : evidence to guide policy and practice, with an emphasis on secondary stages /: a research-based approach : evidence to guide policy and practice, with an emphasis on secondary stages. ([2020])
- Record Type:
- Book
- Title:
- Making sense of learning : a research-based approach : evidence to guide policy and practice, with an emphasis on secondary stages /: a research-based approach : evidence to guide policy and practice, with an emphasis on secondary stages. ([2020])
- Main Title:
- Making sense of learning : a research-based approach : evidence to guide policy and practice, with an emphasis on secondary stages
- Further Information:
- Note: Norman Reid, Asma Amanat Ali.
- Authors:
- Reid, Norman
Ali, Asma Amanat - Contents:
- Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 Introduction -- 1.1 The Nature of Research -- 1.2 Educational Research -- 1.3 What is Research? -- 1.4 The Purpose of the Book -- 1.5 Educational Decision-Taking -- 1.6 Types of Educational Research -- 1.7 Two Problem Words: Theory and Hypothesis -- References -- 2 How Do Students Learn? -- 2.1 Hermann Ebbinghaus (1850-1909) -- 2.2 Jean Piaget (1896-1980) -- 2.3 Lev Semenovich Vygotsky (1896-1934) -- 2.4 Some Implications -- 2.5 David Ausubel (1918-2008) -- 2.6 Jerome Bruner (1915-2016) -- 2.7 Robert Gagné (1916-2002) 2.8 Bringing in All Together -- 2.9 Alex H. Johnstone (1930-2017) -- 2.10 More About Piaget and Vygotsky -- 2.11 More About Ausubel and Bruner -- 2.12 More About Robert Gagné -- References -- 3 A World of Information -- 3.1 What is Information Overload? -- 3.2 Memory Components -- 3.3 From Psychology to Education -- 3.4 A Model of Information Flow -- 3.5 The Perception Filter -- 3.6 The Working Memory -- 3.7 The Long-Term Memory -- 3.8 Learning -- 3.9 Interim Summary -- 3.10 Sensory Memory (Perception Filter) -- 3.11 The Long Term Memory -- 3.12 Summary -- References 4 Why Are Concepts Difficult? -- 4.1 Difficulties -- 4.2 Information Load and Difficulties -- 4.3 The Central Role of Working Memory -- 4.4 More About Working Memory -- 4.5 Reducing the Working Memory Limitations -- 4.6 Working Memory and Test Performance -- 4.7 A Summary -- 4.8 Chunking -- 4.9 Further Aspects of WorkingIntro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1 Introduction -- 1.1 The Nature of Research -- 1.2 Educational Research -- 1.3 What is Research? -- 1.4 The Purpose of the Book -- 1.5 Educational Decision-Taking -- 1.6 Types of Educational Research -- 1.7 Two Problem Words: Theory and Hypothesis -- References -- 2 How Do Students Learn? -- 2.1 Hermann Ebbinghaus (1850-1909) -- 2.2 Jean Piaget (1896-1980) -- 2.3 Lev Semenovich Vygotsky (1896-1934) -- 2.4 Some Implications -- 2.5 David Ausubel (1918-2008) -- 2.6 Jerome Bruner (1915-2016) -- 2.7 Robert Gagné (1916-2002) 2.8 Bringing in All Together -- 2.9 Alex H. Johnstone (1930-2017) -- 2.10 More About Piaget and Vygotsky -- 2.11 More About Ausubel and Bruner -- 2.12 More About Robert Gagné -- References -- 3 A World of Information -- 3.1 What is Information Overload? -- 3.2 Memory Components -- 3.3 From Psychology to Education -- 3.4 A Model of Information Flow -- 3.5 The Perception Filter -- 3.6 The Working Memory -- 3.7 The Long-Term Memory -- 3.8 Learning -- 3.9 Interim Summary -- 3.10 Sensory Memory (Perception Filter) -- 3.11 The Long Term Memory -- 3.12 Summary -- References 4 Why Are Concepts Difficult? -- 4.1 Difficulties -- 4.2 Information Load and Difficulties -- 4.3 The Central Role of Working Memory -- 4.4 More About Working Memory -- 4.5 Reducing the Working Memory Limitations -- 4.6 Working Memory and Test Performance -- 4.7 A Summary -- 4.8 Chunking -- 4.9 Further Aspects of Working Memory -- 4.10 Components of the Working Memory -- 4.11 Special Needs -- References -- 5 Learner Characteristics -- 5.1 Folk Lore and Evidence -- 5.2 Variations Within a Common Framework -- 5.3 Working Memory Capacity -- 5.4 The Convergency-Divergency Characteristics 5.5 Field Dependency -- 5.6 Visual-Spatial Skills -- 5.7 Convergency and Divergency -- 5.8 More About Field Dependency -- 5.9 The Visual-Spatial -- 5.10 Information Processing and Learner Characteristics -- 5.11 Towards a Summary -- References -- 6 Models of the Curriculum -- 6.1 Why Education? -- 6.2 Developing Education -- 6.3 Developing Subject Curricula -- 6.4 The Learner at the Centre -- 6.5 Curriculum Design -- 6.6 Summary -- 6.7 The Applications-Led Curriculum -- 6.8 The Overall Curriculum Structure -- 6.9 More About Modes of Thinking -- 6.10 More About Bloom's Taxonomy 6.11 Emotional Development -- 6.12 Developing Skills -- 6.13 Education and Economics -- 6.14 Curriculum Design -- 6.15 Attitudes and Skills -- 6.16 Assessment -- 6.17 Summary -- References -- 7 School Subjects and the Curriculum -- 7.1 The Purpose of Education -- 7.2 School Subjects -- 7.3 The Concept of Literacy -- 7.4 Scientific Literacy -- 7.5 Computer Literacy -- 7.6 Summary -- References -- 8 Assessment Principles -- 8.1 Determining Success for Our Learners -- 8.2 What is Educational Assessment -- 8.3 Assessment, Teaching and Learning -- 8.4 Nature of Assessment -- 8.5 Purposes of Assessment -- 8.6 Some Key Questions … (more)
- Publisher Details:
- Cham, Switzerland : Springer
- Publication Date:
- 2020
- Extent:
- 1 online resource
- Subjects:
- 373.1102
High school teaching
Learning
Teaching and Teacher Education
Learning & Instruction
Schools and Schooling
Assessment, Testing and Evaluation
Electronic books - Languages:
- English
- ISBNs:
- 9783030536770
3030536777 - Related ISBNs:
- 3030536769
9783030536763 - Notes:
- Note: Includes bibliographical references and index.
Note: Description based on online resource; title from digital title page (viewed on October 02, 2020). - Access Rights:
- Legal Deposit; Only available on premises controlled by the deposit library and to one user at any one time; The Legal Deposit Libraries (Non-Print Works) Regulations (UK).
- Access Usage:
- Restricted: Printing from this resource is governed by The Legal Deposit Libraries (Non-Print Works) Regulations (UK) and UK copyright law currently in force.
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- Available online (eLD content is only available in our Reading Rooms) ↗
- Physical Locations:
- British Library HMNTS - ELD.DS.546866
- Ingest File:
- 03_161.xml