Developing student expertise and community: lessons from How People Learn
Jossey-Bass, Jan 29, 2007 - Education - 117 pages
From the Editors
This issue of New Directions for Teaching and Learning pre-sents research from a collaboration between learning scientists, assessment experts, learning technologists, and domain experts as part of a project with the vision of transforming education (specifically in bioengineering, but eventually in all fields) to produce adaptive expertise in students. This research is based on the model proposed in the National Research Council book, How People Learn. This model proposes a sequence of learning activities drawn from learning research that are designed to maximize the degree to which students understand and can use what they learn in meeting discipline-based challenges.
The chapters in this volume illustrate how learning scientists, assessment experts, learning technologists, and domain experts can work together in an integrated effort to develop learning environments centered on challenge-based instruction, with major support from technology. While the strategies and research illustrated in these chapters were developed in one discipline (engineering), they are applicable across disciplines that have as their goal helping students learn to think about the process of problem solving.
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An Innovative Framework for
The Development of Adaptive Expertise in Biotransport
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adaptive beliefs adaptive expertise assessment biochemistry of cellular Bioengineering Educational Biomedical Engineering biotransport Bransford Brophy cellular respiration challenge Cocking cognitive collaboration community of practice control group course content Cross module curricula curricular sequence curriculum dents desegregated learning environment dimensions Directions for Teaching domain experts educational research effect Engineering Education Engineering Research Center Exam example Figure gain scores goals help students homeostasis HPL framework HPL group identified instruction Instructional Design instructor integrative interac Iron Cross issues knowledge and innovation Learning Sciences learning scientists Legacy cycle levels of organization Mann-Whitney meaningful understanding metacognition National Science Foundation Northwestern University pedagogical Petrosino posttest pretest classrooms problem professional routine experts rural control rural experimental rural schools Schwartz SD M SD skills student learning taxonomy teachers Teaching and Learning Technologies tion tissue-engineering transfer University VaNTH Engineering Research writing written communication Yifat