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The term used in the title of this volume--thinking
practices--evokes questions that the authors of the chapters within
it begin to answer: What are thinking practices? What would schools
and other learning settings look like if they were organized for
the learning of thinking practices? Are thinking practices general,
or do they differ by disciplines? If there are differences, what
implications do those differences have for how we organize teaching
and learning? How do perspectives on learning, cognition, and
culture affect the kinds of learning experiences children and
adults have?
This volume describes advances that have been made toward
answering these questions. These advances involve several agendas,
including increasing interdisciplinary communication and
collaboration; reconciling research on cognition with research on
teaching, learning, and school culture; and strengthening the
connections between research and school practice.
The term thinking practices is symbolic of a combination of
theoretical perspectives that have contributed to the volume
editors' understanding of how people learn, how they organize their
thinking inside and across disciplines, and how school learning
might be better organized. By touring through some of the
perspectives on thinking and learning that have evolved into school
learning designs, Greeno and Goldman begin to establish a frame for
what they are calling thinking practices. This volume is a
significant contribution to a topic that they believe will continue
to emerge as a coherent body of scientific and educational research
and practice.
The term used in the title of this volume--thinking
practices--evokes questions that the authors of the chapters within
it begin to answer: What are thinking practices? What would schools
and other learning settings look like if they were organized for
the learning of thinking practices? Are thinking practices general,
or do they differ by disciplines? If there are differences, what
implications do those differences have for how we organize teaching
and learning? How do perspectives on learning, cognition, and
culture affect the kinds of learning experiences children and
adults have?
This volume describes advances that have been made toward
answering these questions. These advances involve several agendas,
including increasing interdisciplinary communication and
collaboration; reconciling research on cognition with research on
teaching, learning, and school culture; and strengthening the
connections between research and school practice.
The term thinking practices is symbolic of a combination of
theoretical perspectives that have contributed to the volume
editors' understanding of how people learn, how they organize their
thinking inside and across disciplines, and how school learning
might be better organized. By touring through some of the
perspectives on thinking and learning that have evolved into school
learning designs, Greeno and Goldman begin to establish a frame for
what they are calling thinking practices. This volume is a
significant contribution to a topic that they believe will continue
to emerge as a coherent body of scientific and educational research
and practice.
This volume supports the belief that a revised and advanced science
education can emerge from the convergence and synthesis of several
current scientific and technological activities including examples
of research from cognitive science, social science, and other
discipline-based educational studies. The anticipated result: the
formation of science education as an integrated discipline.
This volume supports the belief that a revised and advanced science
education can emerge from the convergence and synthesis of several
current scientific and technological activities including examples
of research from cognitive science, social science, and other
discipline-based educational studies. The anticipated result: the
formation of science education as an integrated discipline.
According to Gordon and Bridglall, the ability to learn is more of
a developed human capacity than a fixed aptitude with which one is
born. They argue that the emergence of academic ability is
associated with exposure to specialized cultures that privilege the
attitudes, knowledge, and skills that schools reward. Children who
are born to and raised in these cultures tend to do well in school,
while those who are not exposed to such cultures tend seldom rise
to high levels of academic achievement. Through a collection of
interesting essays, Affirmative Development: Cultivating Academic
Ability attempts to address how we can deliberately develop
academic ability in those children who are not raised under
conditions that predispose them to develop high levels of academic
ability.
According to Gordon and Bridglall, the ability to learn is more of
a developed human capacity than a fixed aptitude with which one is
born. They argue that the emergence of academic ability is
associated with exposure to specialized cultures that privilege the
attitudes, knowledge, and skills that schools reward. Children who
are born to and raised in these cultures tend to do well in school,
while those who are not exposed to such cultures tend seldom rise
to high levels of academic achievement. Through a collection of
interesting essays, Affirmative Development: Cultivating Academic
Ability attempts to address how we can deliberately develop
academic ability in those children who are not raised under
conditions that predispose them to develop high levels of academic
ability.
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