Bransford, John D., Brown, Ann L. and Cocking, Rodney R. (2000).
How People Learn: Brain, Mind, Experience, and School: Expanded Edition (Expanded
Edition ed.). (EN-0167)
National Academy Press.  ISBN: 0309070368; 0309065364; eBook: 0585243379
Editorial reviews from amazon.com.
How do people learn? Exciting new evidence from many branches of science
has significantly added to our understanding of what it means to know,
from the neural processes that occur during learning to the influence
of culture on what people see and absorb. This book examines these findings
and their implications for what we teach, how we teach it, and how we
assess what children-and adults--learn.
From The Publisher
This book includes far-readching suggestions for research that could
increase the impact that classroom teaching has on actual learning.
Like the original hardcover edition, this book offers exciting new research
about the mind and the brain that provides answers to a number of compelling
When do infants begin to learn? How do experts learn and how is this
different from non-experts? What can teachers and schools dowith
curricula, classroom settings, and teaching methodsto help children
learn most effectively? New evidence from many branches of science has
significantly added to our understanding of what it means to know, from
the neural processes that occur during learning to the influence of
culture on what people see and absorb.
How People Learn examines these findings and their implications for
what we teach, how we teach it, and how we assess what our children
learn.  The book uses exemplary teaching to illustrate how approaches
based on what we now know result in in-depth learning.  This new
knowledge calls into question concepts and practices firmly entrenched
in our current education system.
An expanded edition of a resource in which new research about the mind,
the brain, and the processes of learning are applied to questions regarding
curricula, classroom settings, and teaching methods.  Drawing on
the findings from many branches of science, the 11 chapters discuss
how experts differ from novices, learning and transfer, how children
learn, teachers and teaching, and future directions.  Annotation
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