Atnaujinkite slapukų nuostatas

El. knyga: Cognitive Perspectives on Peer Learning

Edited by , Edited by
Kitos knygos pagal šią temą:
Cognitive Perspectives on Peer LearningDidesnis paveikslėlis
Kitos knygos pagal šią temą:

DRM apribojimai

  • Kopijuoti:

    neleidžiama

  • Spausdinti:

    neleidžiama

  • El. knygos naudojimas:

    Skaitmeninių teisių valdymas (DRM)
    Leidykla pateikė šią knygą šifruota forma, o tai reiškia, kad norint ją atrakinti ir perskaityti reikia įdiegti nemokamą programinę įrangą. Norint skaityti šią el. knygą, turite susikurti Adobe ID . Daugiau informacijos  čia. El. knygą galima atsisiųsti į 6 įrenginius (vienas vartotojas su tuo pačiu Adobe ID).

    Reikalinga programinė įranga
    Norint skaityti šią el. knygą mobiliajame įrenginyje (telefone ar planšetiniame kompiuteryje), turite įdiegti šią nemokamą programėlę: PocketBook Reader (iOS / Android)

    Norint skaityti šią el. knygą asmeniniame arba „Mac“ kompiuteryje, Jums reikalinga  Adobe Digital Editions “ (tai nemokama programa, specialiai sukurta el. knygoms. Tai nėra tas pats, kas „Adobe Reader“, kurią tikriausiai jau turite savo kompiuteryje.)

    Negalite skaityti šios el. knygos naudodami „Amazon Kindle“.

The contribution of this volume to the literature on peer learning is its focus on approaches that reflect a common concern with cognitive processes based in developmental, information processing, or more generally, constructivist perspectives on peer learning. Although the clear importance of the social context of peer learning is not ignored, the volume's emphasis is on the cognitive growth that occurs within the learning environment.

Any discussion of peer learning involves consideration of who is learning, how the role of peers with whom one works can be conceptualized, what it is that peers learn together, what changes as a result of the interaction, and how we can know what occurs in groups or what has been learned. The chapters in this book speak to these questions. The key question underlying many of these others is why we should worry about the intricacies of peer interaction. Both the practical and theoretical reasons for doing so are delineated.

The developmental theory presented in the Introduction lays the foundation for the later descriptions of specific techniques, though many of the techniques reflect a range of other influences as well. Part I presents the implications of the work of two major theorists in cognitive development, Piaget (Ch. 1) and Vygotsky (Ch. 2). In Part II, six chapters describe a variety of peer learning techniques or models of collaboration, many of which are influenced by the work of Piaget and Vygotsky. The chapters in Part III consider the role of the teacher and the skills needed when using peer learning as an instructional strategy. The Conclusion points to areas in which further research is needed.

This volume is based on original papers presented by the contributing authors in November 1996 at the Rutgers Invitational Symposium on Education on Cognitive Skills and Learning With Peers.

Recenzijos

"...this book does contain contributions to understanding the mechanisms through which peer assisted learning has its undoubtedly profound effects. The core content chapters contributed by the editors themselves are particularly valuable." The British Journal of Educational Psychology

Series Forward vii Louis Cherry Wilkinson Introduction ix Angela M. ODonnell Alison King I Cognitive Developmental Bases of Peer Learning: Overview 1(66) Implications of Piagetian Theory for Peer Learning 3(36) Richard De Lisi Susan L. Golbeck Implications of Vygotskys Theory for Peer Learning 39(28) Diane M. Hogan Jonathan R. H. Tudge II Cognitive-Elaborative Approaches to Peer Learning: Overview 67(146) Evolution of Discourse During Cross-Age Tutoring 69(18) Natalie K. Person Arthur G. Graesser Discourse Patterns for Mediating Peer Learning 87(30) Alison King Developing Productive Group Interaction in Middle School Mathematics 117(34) Noreen M. Webb Sydney Farivar Designing Collaborative Contexts: Lessons From Three Research Programs 151(28) Annemarie Sullivan Palinscar Leslie Rupert Herrenkohl Structuring Dyadic Interaction Through Scripted Cooperation 179(18) Angela M. ODonnell A Fish Called Peer Learning: Searching for Common Themes 197(16) Sharon J. Derry III Implications of Peer Learning for Teaching and Teacher Education: Overview 213(106) Classroom Choices From A Cognitive Perspective On Peer Learning 215(20) Marie A. Cooper The Role of the Teacher in Promoting Cognitive Processing During Collaborative Learning 235(22) Michael S. Meloth Paul D. Deering Implications of Cognitive Approaches to Peer Learning for Teacher Education 257(28) Anita Woolfolk Hoy Megan Tschannen-Moran Teachers as Peer Learners: Professional Development in an Advanced Computer Learning Environment 285(34) Tamar Almog Rachel Hertz-Lazarowitz Concluding Remarks 313(6) Angela M. ODonnell Alison King References 319(26) Author Index 345(8) Subject Index 353(4) Contributors 357
Angela M. O'Donnell, Alison King
Daugiau apie elektronines knygas Daugiau apie elektronines knygas
Pastovi nuoroda: https://www.kriso.lt/db/97811356881962e.html
Raktažodžiai: