Title How students come to be, know, and do : a case for a broad view of learning / Leslie Rupert Herrenkohl, Véronique Mertl

Published New York : Cambridge University Press, 2010

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Description 1 online resource (xviii, 215 pages) : illustrations Series Learning in doing: social, cognitive and computational perspectives Learning in doing. Contents Introduction -- 1. The context lens -- 2. How ways of knowing, doing, and being emerged in the classroom : interpersonal interactions and the creation of community, part I -- 3. How ways of knowing, doing, and being emerged in the classroom : interpersonal interactions and the creation of community, part II -- 4. Personal lens of analysis : individual learning trajectories -- Conclusion Summary "Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored"--Provided by publisher Bibliography Includes bibliographical references and index Notes Print version record Subject Learning -- United States -- Case studies Science -- Study and teaching (Elementary) -- United States -- Case studies Interpersonal relations -- Study and teaching (Elementary) -- United States -- Case studies Group work in education -- United States -- Case studies City children -- Education (Elementary) -- United States -- Case studies EDUCATION -- Educational Psychology. Group work in education Interpersonal relations -- Study and teaching (Elementary) Learning Science -- Study and teaching (Elementary) United States Genre/Form Case studies Form Electronic book Author Mertl, Véronique, 1972- LC no. 2010018292 ISBN 9780511918537 0511918534 9780511777608 0511777604

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