Handbook of Academic Learning : Construction of Knowledge
The Handbook takes a constructivist perspective to academic learning, emphasizing the construction of personal knowledge of an academic nature. Constructivism within the context of learning theory is viewed as involving an active learner that constructs an academic knowledge base through the development of cognitive strategies and metacognition. The book discusses the development of basic literacy skills that provide the foundation for higher order thinking and problem solving. Constructivism recognizes the social dimension of classroom learning and emphasizes the motivational elements of self-regulation and volition as essential learner characteristics.
Written by authors who have experience with both theory development and the development of classroom instructional techniques, the Handbook empowers educators to develop, implement, and field-test instructional practices at their school site. The book provides a review of the literature, theory, research, and skill techniques for effective teaching and learning.
- Paperback | 607 pages
- 152.4 x 229.4 x 27.4mm | 925.63g
- 03 Feb 1997
- Elsevier Science Publishing Co Inc
- Academic Press Inc
- San Diego, United States
Other books in this series
22 May 2006
14 Sep 2002
12 Sep 2000
07 Jan 2000
11 Oct 2000
22 Apr 2005
17 Apr 2001
26 Apr 2001
30 Nov 1989
Table of contents
E. Bredo, The Social Construction of Learning.
G.D. Phye, Learning and Remembering: The Basis for Personal Knowledge Construction.
M.H. Dembo and M.J. Eaton, School Learning and Motivation.
B.J. Zimmerman and R. Risemberg, Self-Regulatory Dimensions of Academic Learning and Motivation.
P.D. Nichols and D.J. Mittelholtz, Constructing the Concept of Aptitude: Implications for the Assessment of Analogical Reasoning.
Teaching "How to Learn" within Domains:
M. Pressley, R. Wharton-McDonald, J. Rankin, P.B. El-Dinary, R. Brown, P. Afflerbach, J. Mistretta, and L. Yokoi, Elementary Reading Instruction.
J.M. Royer, A Cognitive Perspective on the Assessment, Diagnosis, and Remediation of Reading Skills.
S.L. Benton, Psychological Foundations of Elementary Writing Instruction.
R.E. Burnett and L.M. Kastman, Teaching Composition: Current Theories and Practices.
M.L. Franke and D.A. Grouws, Developing Student Understanding in Elementary School Mathematics: A Cognitive Perspective.
S.R. Williams, Mathematics (Grades 7-12).
K. Tobin, The Teaching and Learning of Elementary Science.
J.J. Mintzes, J.H. Wandersee, and J.D. Novak, Meaningful Learning in Science: The Human Constructivist Perspective.
Learning to Learn:
G.D. Phye, Inductive Reasoning and Problem Solving: The Early Grades.
R.E. Mayer, Incorporating Problem Solving into Secondary School Curricula.
D.R. Olson, Critical Thinking: Learning to Talk About Talk and Text. Assessment of Classroom Learning:
W.D. Schafer, Classroom Assessment.
J.H.M. Hamers and A.J.J.M. Ruijssenaars, Assessing Classroom Learning Potential.
V. Spandel, Reflections on Portfolios. Epilogue: Classroom Learning, Looking Ahead.
About Gary D. Phye