How children learn.

Sonst. Personen	Vosniadou, Stella (Hrsg.)
Institution	International Bureau of Education; International Academy of Education
Titel	How children learn.
Quelle	Geneva: Unesco, IBE (2003), 31 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Educational practices series. 7
Beigaben	Literaturangaben 36
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Erziehung; Entwicklungspsychologie; Kognitionspsychologie; Kognitive Entwicklung; Lernpsychologie; Verstehen; Soziale Interaktion; Kind; Aktives Lernen; Lernen; Lernmotivation; Selbstständiges Lernen; Wissenserwerb; Wissenstransfer; Soziales Lernen; Übung; Differenzierender Unterricht; Forschungsstand; Lebensnähe; Wiederholung
Abstract	The psychological principles described in this booklet summarize some of the important results of recent research on learning that is relevant for education. They attempt to integrate research coming from diverse areas of psychology, including educational, developmental, cognitive, social and clinical psychology. ... Although each principle is explained on its own, all twelve principles are best understood as an organized whole with one supporting the others. ... As a whole, these principles are meant to provide a comprehensive framework for the design of curricula and of instruction. ... The author begins with a discussion of these principles that are widely recognized as forming the basis on which teachers should design the learning environments of today's schools; namely, learning environments that encourage students to be active learners, to collaborate with other students, and to use meaningful tasks and authentic materials. She continues with seven principles that focus an cognitive factors that are primarily internal, but also interact with environmental factors in important ways. ... She ends with a discussion of developmental and individual differences, and with motivational influences on learning. ... In discussing each principle, the author starts by presenting a summary of the research findings and then continues describing the implications for teaching that follow from them. At the end of the booklet there is a list of references and suggested readings that provide further information on the principles that have been discussed. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)