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How Students Learn and How Teachers Teach


By: Angelo Collins
Edited by: Rodger W. Bybee
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Details

Type of Product:Book Chapter
Average Rating:
 based on 1 review
Publication Title:Learning Science and the Science of Learning
Publication Date:1/1/2002
Pages:9
Grade Level:Elementary School, Middle School, High School, College
See Also:View all available chapters for this book
View the full version of this book


Description

In this chapter, the author explores the relationship between learning theories and teaching practices. It compares three features of scientific and educational theories, provides an overview of some historically noteworthy learning theories and the teaching practices they inform, reviews contemporary learning theories, and concludes with implications for teaching practice. This free selection also includes the Table of Contents, Preface, and Introduction.


Ideas For Use

Science teachers who develop personal learning theories to inform their practice join with philosophers, psychologists, and most recently, sociologists and neurobiologists who continue to ask what it means to know, to understand, to inquire, or to create. These professionals continue to develop and refine powerful learning theories to explain and predict learning phenomena and to improve teaching practice.

Additional Info

Intended User Role:College/University Professor (core science discipline), College/University Professor (preservice science education), Elementary-Level Educator, High-School Educator, Middle-Level Educator, Teacher
Educational Issues:Achievement, Assessment of students, Classroom management, Curriculum, Educational research, Inquiry learning, Learning theory, Professional development, Teacher content knowledge, Teacher preparation, Teaching strategies

Technical

Resource Format:application/pdf
Size:482 KB
Requirements:Requires Adobe Acrobat Reader


National Standards Correlation

This resource has 7 correlations with the National Standards.  
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This resource has 7 correlations with the National Standards.  
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  • Process Standards for Professional Development
    • Research-Based
      • Use inquiry, reflection, interpretation of research, modeling, and guided practice to build understanding and skill in science teaching. (NSES)
      • Connect and integrate all pertinent aspects of science and science education. (NSES)
      • Address teachers' needs as learners and build on their current knowledge of science content, teaching, and learning. (NSES)
      • Provide opportunities to know and have access to existing research and experiential knowledge. (NSES)
    • Learning
      • Build on the teacher's current science understanding, ability, and attitudes. (NSES)
      • Applies knowledge about human learning and change. (NSDC)
      • Incorporate ongoing reflection on the process and outcomes of understanding science through inquiry. (NSES)


Customer Reviews
Delicious!
  Reviewed by: Wendy Ruchti (Pocatello, ID) on April 2, 2011
  This "chapter" is actually the Introduction and the first chapter. The book itself is a collection of essays that evolved from the wonderful book, "How People Learn". This first essay is an overview of learning theories and how they really ARE applicable in the science classroom, and how. Good reading if you need a refresher, overview or need to become a better teacher!

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