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This is a book about how humans learn. Our focus is on classroom
learning although the principles are, as the name of this book
indicates, universal. We are concerned with learning from
pre-school to post-graduate. We are concerned with most bu- ness,
industrial and military training. We do not address how infants
learn how to speak or walk, or how grown-ups improve their tennis
swing. We do address all learning described by the word "thought",
as well as anything we might try to teach, or instruct in formal
educational settings. In education, the words theory and model
imply conjecture. In science, these same words imply something that
is a testable explanation of phenomena able to predict outcomes of
experiments. This book presents a model of learning that the
authors offer in the sense of scientists rather than educators.
Conjecture implies that information is incomplete, and so it surely
is with human learning. On the other hand, we assert that more than
enough is known to sustain a "scienti?c" model of learning. This
book is not a review of the literature. Instead, it is a synthesis.
Scholars and many teachers likely have heard much if not most or
even all of the information we use to develop the uni?ed learning
model. What you have not read before is a model putting the
information together in just this way; this is the ?rst one.
This is a book about how humans learn. Our focus is on classroom
learning although the principles are, as the name of this book
indicates, universal. We are concerned with learning from
pre-school to post-graduate. We are concerned with most bu- ness,
industrial and military training. We do not address how infants
learn how to speak or walk, or how grown-ups improve their tennis
swing. We do address all learning described by the word "thought,"
as well as anything we might try to teach, or instruct in formal
educational settings. In education, the words theory and model
imply conjecture. In science, these same words imply something that
is a testable explanation of phenomena able to predict outcomes of
experiments. This book presents a model of learning that the
authors offer in the sense of scientists rather than educators.
Conjecture implies that information is incomplete, and so it surely
is with human learning. On the other hand, we assert that more than
enough is known to sustain a "scienti?c" model of learning. This
book is not a review of the literature. Instead, it is a synthesis.
Scholars and many teachers likely have heard much if not most or
even all of the information we use to develop the uni?ed learning
model. What you have not read before is a model putting the
information together in just this way; this is the ?rst one.
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