ABSTRACT

This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable "who's who" of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who are using basic learning theories from their respective disciplines to create better learning environments in school settings.

Developmental Cognitive Science Goes to School:

  • presents evidence-based studies that describe models of complex learning within specific subject-area disciplines
  • focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum
  • gives critical attention to the topic of the ability to overcome errors and misconceptions
  • addresses models that should be used to begin instruction for populations of children who normally fail at schooling.

This is a must-read volume for all researchers, students, and professionals interested in evidence-based educational practices and issues related to domain-specific teaching and learning.

chapter 1|13 pages

Developmental and Learning Sciences Go to School

An Overview

part I|69 pages

Reading, Learning, and Teaching

chapter 2|13 pages

Instructional Influences on Growth of Early Reading

Individualizing Student Learning

chapter 5|10 pages

Two Challenges

Teaching Academic Language and Working Productively with Schools

chapter 6|15 pages

Learning to Remember

Mothers and Teachers Talking with Children

part II|88 pages

Science and Learning

part III|109 pages

Mathematical Learning

chapter 13|14 pages

Number Development in Context

Variations in Home and School Input During the Preschool Years

chapter 16|15 pages

Perceptual Learning and Adaptive Learning technology

Developing New Approaches to Mathematics Learning in the Classroom

chapter 17|17 pages

Algebraic Misconceptions

A Test for Teacher (and Researcher) Use for Diagnosing Misconceptions of the variable

chapter 18|15 pages

towards Instructional Design for Grounded Mathematics Learning

The Case of the Binomial

part IV|50 pages

Theoretical and Methodological Concerns

chapter 20|14 pages

The Evolution of Head Start

Why the Combination of Politics and Science Changed Program Management More than Program Design