Literaturnachweis - Detailanzeige
| Autor/inn/en | Taylor, George R.; MacKenney, Loretta |
|---|---|
| Titel | Improving human learning in the classroom. Theories and teaching practices. |
| Quelle | Lanham, Md. u.a.: Rowman & Littlefield Education (2008), IX, 316 S. |
| Beigaben | grafische Darstellungen; Literaturangaben S. 267-296 |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 1-57886-857-2; 978-1-57886-857-5 |
| Schlagwörter | Analytisches Denken; Behaviorismus; Denken; Emotion; Gedächtnis; Intelligenz (Psy); Kognition; Kognitionspsychologie; Lernpsychologie; Problemlösen; Schule; Lernerfolg; Lernen; Lerntheorie; Lernverhalten; Motivation; Soziale Kompetenz; Soziales Lernen; Gruppenarbeit; Lehren; Lernmethode; Unterrichtserfolg; Unterricht; Lesen; Intervention; Pawlow, Iwan Petrowitsch; Skinner, Burrhus Frederic; USA |
| Abstract | This book contains twenty chapters. Chapter 1 covers the psychology of human learning; chapter 2 examines emotions and human motivation in learning; chapter 3 surveys the impact of behaviorism on learning theories; chapters 4 and 5 summarize the work of Pavlov and Skinner; chapter 6 presents the impact of Bandura's research on social learning theories; chapters 7, 8, and 9 cover the major cognitive theories of learning; chapter 10 covers the theory of multiple intelligences; chapter 11 covers the theory and application of concept learning; chapter 12 summarizes critical thinking and problem solving skills; chapter 13 reviews the concept of holistic learning; chapter 14 highlights the techniques of reciprocal teaching; chapter 15 discusses trends in brain-based learning; chapter 16 considers the integration of learning styles into the curriculum; chapter 17 present strategies for improving memory; chapters 18 and 19 explain how to use direct intervention techniques for teaching social skills and how to integrate reading into the content areas; and chapter 20 concludes this volume by analyzing similarities and differences among the various learning theories and proposing a set of requirements for an adequate theory of learning to support today's educational systems. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2009/4 |
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