A Teachers Guide to the Psychology of Learning

Of all topics within the psychology of education, learning is one of the most crucial. Yet in terms of practical texts likely to be of use to teachers, it is one of the most neglected. This book is a short, down–to–earth account of learning by children of the kinds of knowledge and skills they acquire at school. Though it does not aim to show teachers how to teach, it gives a highly practical account of learning, remembering and related processes.
Some recent developments in mainstream psychology promise to be of enormous potential benefit for classroom work: increasing attention is given to the ways in which people use their knowledge and skills to acquire new information. Psychologists have come to grips with practical questions about the determinants of effective remembering and we are now much better informed about what children need to do in order to learn. This book is the first to present this material in a form suitable for those training and working as teachers.

Spis treści:
Preface.
1. Introduction.
2. The Importance of Mental Activities.
3. Activities, Strategies and School Learning.
4. How Learners Use Their Existing Knowledge.
5. The Child Who Arrives at School.
6. Abilities and the Individual Student.
7. Comprehensive: Understanding Stories and Texts.
8. Writing Skills.
9. Motivation and Learning.
References.
Index.

Nota biograficzna:
Michael J. A. Howe is editor of the journal Human Learning, and his many successful books include Introduction to Human Memory and Understanding School Learning.

Okładka tylna:
Of all topics within the psychology of education, learning is one of the most crucial. Yet in terms of practical texts likely to be of use to teachers, it is one of the most neglected. This book is a short, down–to–earth account of learning by children of the kinds of knowledge and skills they acquire at school. Though it does not aim to show teachers how to teach, it gives a highly practical account of learning, remembering and related processes.
Some recent developments in mainstream psychology promise to be of enormous potential benefit for classroom work: increasing attention is given to the ways in which people use their knowledge and skills to acquire new information. Psychologists have come to grips with practical questions about the determinants of effective remembering and we are now much better informed about what children need to do in order to learn. This book is the first to present this material in a form suitable for those training and working as teachers.