MARC details
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
110302s2000 dcua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
00010144 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0585321078 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0309070368 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780309070362 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(Sirsi) u7806 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
EG-CaNU |
| Transcribing agency |
EG-CaNU |
| Modifying agency |
EG-CaNU |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
ncode |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
370.1523 |
| Edition number |
22 |
| 245 00 - TITLE STATEMENT |
|---|
| Title |
How people learn : |
| Remainder of title |
brain, mind, experience, and school / |
| Statement of responsibility, etc. |
John D. Bransford ... [et al.], editors ; Committee on Developments in the Science of Learning and Committee on Learning Research and Educational Practice, Commission on Behavioral and Social Sciences and Education, National Research Council. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
Expanded ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Washington, D.C. : |
| Name of publisher, distributor, etc. |
National Academy Press, |
| Date of publication, distribution, etc. |
c2000. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
x, 374 p. : |
| Other physical details |
ill. ; |
| Dimensions |
27 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. 285-348) and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Learning : from speculation to science -- How experts differ from novices -- Learning and transfer -- How children learn -- Mind and brain -- The design of learning environments -- Effective teaching : examples in history, mathematics, and science -- Teaching learning -- Technology to support learning -- Conclusions -- Next Steps for Research. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
This popular trade book, originally released in hardcover in the Spring of 1999, has been newly expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This paperback edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original hardcover edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methods--to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education. |
| 596 ## - |
|---|
| -- |
1 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Learning, Psychology of. |
| 9 (RLIN) |
8758 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Learning |
| General subdivision |
Social aspects. |
| 9 (RLIN) |
8758 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Bransford, John. |
| 9 (RLIN) |
14054 |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
National Research Council (U.S.). |
| Subordinate unit |
Committee on Developments in the Science of Learning. |
| 9 (RLIN) |
14055 |
| 710 2# - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
National Research Council (U.S.). |
| Subordinate unit |
Committee on Learning Research and Educational Practice. |
| 9 (RLIN) |
14056 |