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How Students Come to Be, Know, and Do: A Case for a Broad View of Learning

Item

Title
How Students Come to Be, Know, and Do: A Case for a Broad View of Learning
Abstract/Description
Studies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills.
Author/creator
Herrenkohl, Leslie Rupert
Mertl, Véronique
Date
2010
Publisher
Cambridge University Press
Resource type
en Research/Scholarly Media
Resource status/form
en Published Text
Scholarship genre
en Textbook
Language
en
Open access/full-text available
en No
Peer reviewed
en No
ISBN
978-1-139-49068-9
URL
Official Publisher's Webpage (Cambridge University Press)
Citation
Herrenkohl, L. R., & Mertl, V. (2010). How Students Come to Be, Know, and Do: A Case for a Broad View of Learning. Cambridge University Press.
Cited in
Equitable Learning
Item sets
Handbook Chapter 3 Citations

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