How People Learn: Brain, Mind, Experience, and School Hardcover – April 1, 1999 Author: John D. Bransford | Language: English | ISBN:
0309065577 | Format: PDF, EPUB
How People Learn: Brain, Mind, Experience, and School – April 1, 1999 Direct download links available How People Learn: Brain, Mind, Experience, and School – April 1, 1999 from 4shared, mediafire, hotfile, and mirror link
Review
"...this book provides all educators with an excellent framework for understanding conceptual changes in the science of learning..." --
Teaching and Learning in Medicine, Summer 2001"How People Learn is an important book, which may, in time, become a classic.” --
Education, Communication and Information, Spring 2001"The findings [in this book] are significant and should be discussed at the highest levels in educational practice." --
Network, April 2001...exciting new research about the mind and the brain... --
Curriculum Administrator --This text refers to the
Paperback
edition.
About the Author
Committee on Developments in the Science of Learning with additional material from the Committee on Learning Research and Educational Practice, National Research Council
--This text refers to the
Paperback
edition.
Books with free ebook downloads available How People Learn: Brain, Mind, Experience, and School Hardcover – April 1, 1999
- Hardcover: 319 pages
- Publisher: Natl Academy Pr (April 1999)
- Language: English
- ISBN-10: 0309065577
- ISBN-13: 978-0309065573
- Product Dimensions: 10 x 7.2 x 1.2 inches
- Shipping Weight: 2.2 pounds
- Amazon Best Sellers Rank: #530,441 in Books (See Top 100 in Books)
"How People Learn" is both a simple summary of some recent research in the cognitive sciences and an argument for how teaching should be done. This is currently a very popular topic in the educational industry, as educators look for justification in the cognitive literature for the rather ad-hoc educational theories of the past 40 or 50 years. Most of this volume is devoted to a fairly low-level- let's say High School level- review of selected literature form the cognitive and neuropsychological literature of the last few decades, and as far as it goes, it's not bad. It's spotty, certainly, and musch of it is very old, but the lay reader will still find much of it interesting and informative.
But the final chapter- Conclusions- is a tremendous disappointment, at least for this reader. Half the conclusions offered are so simple, and so obvious, as to be laughable. The other half are either contradictory or simply unjustified.
Consider this gem: "Transfer and wide application of learning are most likely to occur when learners acheive an organized and coherent understanding of the material; when the situations for transfer share the structure of the original learning; when subject matter has been mastered and practiced; when subject domains overlap and share cognitive elements; when instruction includes specific attention to underlying principles; and when instruction specifically emphasizes transfer."
Translated, that means that people can best use things they learn when they've learned them very well, that practice helps, and that it helps to learn something in a way similar to how you're going to use it.
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