Coverart for item
The Resource How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl

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

Label
How students come to be, know, and do : a case for a broad view of learning
Title
How students come to be, know, and do
Title remainder
a case for a broad view of learning
Statement of responsibility
Leslie Rupert Herrenkohl, Véronique Mertl
Creator
Contributor
Subject
Genre
Language
eng
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
Member of
Cataloging source
DLC
http://library.link/vocab/creatorDate
1966-
http://library.link/vocab/creatorName
Herrenkohl, Leslie Rupert
Dewey number
370.15/230973
Illustrations
illustrations
Index
index present
LC call number
LB1060
LC item number
.H47 2010
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorDate
1972-
http://library.link/vocab/relatedWorkOrContributorName
Mertl, Véronique
Series statement
Learning in doing: social, cognitive and computational perspectives
http://library.link/vocab/subjectName
  • Learning
  • Science
  • Interpersonal relations
  • Group work in education
  • City children
Label
How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
614396683
Dimensions
24 cm
Extent
xviii, 215 pages
Isbn
9780521515658
Lccn
2010018292
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
(OCoLC)614396683
Label
How students come to be, know, and do : a case for a broad view of learning, Leslie Rupert Herrenkohl, Véronique Mertl
Publication
Bibliography note
Includes bibliographical references and index
Carrier category
volume
Carrier category code
nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Control code
614396683
Dimensions
24 cm
Extent
xviii, 215 pages
Isbn
9780521515658
Lccn
2010018292
Media category
unmediated
Media MARC source
rdamedia
Media type code
n
Other physical details
illustrations
System control number
(OCoLC)614396683

Library Locations

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      1020 Lowry Street, Columbia, MO, 65201, US
      38.944491 -92.326012
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