Developmental cognitive science goes to school.

Sonst. Personen	Stein, Nancy L. (Hrsg.); Raudenbush, Stephen W. (Hrsg.)
Titel	Developmental cognitive science goes to school.
Quelle	London u.a.: Routledge (2011), XIII, 346 S.Verfügbarkeit
Beigaben	Illustrationen
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-415-98884-5; 978-0-415-98884-1
Schlagwörter	Forschung; Gedächtnis; Kognitionswissenschaft; Kognitive Kompetenz; Fachsprache; Forschung; Gedächtnis; Kind; Lernen; Mathematikunterricht; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Physikunterricht; Schule; USA; Lerntheorie; Lesenlernen; Kognitive Kompetenz; Sachtext; Kognitionswissenschaft; Kind; Schule; Schülerleistung; Lernen; Lerntheorie; Bildungsprogramm; Unterrichtsgestaltung; Sachtext; Lesefertigkeit; Lesenlernen; Mathematikunterricht; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Physikunterricht; Fachsprache; USA
Abstract	This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. ... The goals of the chapters... are to address issues in learning and development that impact school-based instruction and public policy research. The authors focus on theories that advocate and produce evidence about learning and schooling in science, mathematics, and reading. As a result, six issues were approached and discussed throughout the volume: 1. Ways in which children can engage in science and math learning earlier than currently taught; 2. successful strategies used in mathematics and science that also increase skill in reading and writing comprehension; 3. ways in which reading skills can be increased above the existing level of skill; 4. obstacles that prevent developmental and learning scientists from successfully carrying out innovative research in school settings; 5. myths that abort or stop learning attempts, especially in the scientific and mathematical domains; 6. ways in which ethnicity and culture impact children and their ability to carry out school learning. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2011/3