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.
TABLE OF CONTENTS
part I|69 pages
Reading, Learning, and Teaching
chapter 2|13 pages
Instructional Influences on Growth of Early Reading
part II|88 pages
Science and Learning
chapter 7|26 pages
A Theory of Coherence and Complex Learning in the Physical Sciences
chapter 9|16 pages
A Research-Based Instructional Model for Integrating Meaningful Learning in Elementary Science and Reading Comprehension
part III|109 pages
Mathematical Learning
chapter 13|14 pages
Number Development in Context
chapter 16|15 pages
Perceptual Learning and Adaptive Learning technology
chapter 17|17 pages
Algebraic Misconceptions
chapter 18|15 pages
towards Instructional Design for Grounded Mathematics Learning
part IV|50 pages
Theoretical and Methodological Concerns