Beats Biblionetz - Bücher

/ en / Traditional / help

What Every Teacher Needs to Know About Psychology

David Didau, Nick Rose , local secure 
Buchcover
Diese Seite wurde seit 1 Jahr inhaltlich nicht mehr aktualisiert. Unter Umständen ist sie nicht mehr aktuell.

iconZusammenfassungen

Much of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed.
 
Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told 'what works' if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades.
 
This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding?
 
Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what we believe are the most important and useful psychological principles of which teacher ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as 'blindingly obvious'.
 
Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.
Von Klappentext im Buch What Every Teacher Needs to Know About Psychology (2016)

icondieses Buch erwähnt ...


Personen
KB IB clear
Susan Blackmore, Jerome S. Bruner, Richard E. Clark, R. L. Coulson, Edward L. Deci, Daniel C. Dennett, Carolyn M. Evertson, P. J. Feltovich, Joshua Goodstein, Jeremy R. Gray, Bärbel Inhelder, Daniel Kahneman, Frank C. Keil, Paul A. Kirschner, Walter Mischel, Joseph D. Novak, Jean Piaget, Elizabeth Rawson, Richard M. Ryan, R. Keith Sawyer, Burrhus F. Skinner, R. J. Spiro, John Sweller, Nassim Nicholas Taleb, Carol S. Weinstein, Deena Skolnick Weisberg

Aussagen
KB IB clear
Neurologie fördert Glaubwürdigkeit

Begriffe
KB IB clear
AwarenessAwareness, Big FiveBig Five, Bildungeducation (Bildung), cognitive flexibilitycognitive flexibility, Deklaratives/explizites Gedächtnis, delay of gratificationdelay of gratification, Formal-operatives Denkenformal operational stage, Gedächtnismemory, Gehirnbrain, Intuition, Kinderchildren, Kognitionswissenschaftcognitive science, Konkrete Operationen concrete operational stage, Kreativitätcreativity, Kurzzeitgedächtnisshort-term memory, Langzeitgedächtnislong term memory, LehrerInteacher, Lernenlearning, Marshmallow-TestDelay-of-Gratification Task, MBTI (Myers-Briggs Type Indicator)Myers-Briggs Type Indicator, Metakognitionmetacognition, Motivationmotivation, Motivation, extrinsischeextrinsic motivation, Motivation, intrinsische, Neurologie, Präoperationales Stadiumpreoperational stage, Prozedurales/implizites/n. deklaratives Gedächtnis, Psychologiepsychology, Reliabilität, Schuleschool, Sensumotorisches Stadium, Stadien der kindlichen Entwicklung nach PiagetPiaget's theory of cognitive development, Theory-of-Mind (TOM)Theory-of-Mind, type I errortype I error, type II errortype II error, Unterricht, Validität, Vergessen, Vergessenskurve (Ebbinghaus'sche)
icon
Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
1948  Die Entwicklung des räumlichen Denkens beim Kinde Personenreihenfolge alphabetisch und evtl. nicht korrekt (Bärbel Inhelder, Jean Piaget) 1, 3, 6, 4, 3, 6, 6, 3, 3, 6, 4, 210323185
1953Science and Human Behavior (Burrhus F. Skinner) 19100
1960 local secure The Process of Education (Jerome S. Bruner) 10, 4, 9, 7, 5, 7, 10, 5, 7, 5, 5, 116816112358
1985Intrinsic Motivation and Self-determination in Human Behavior (Edward L. Deci, Richard M. Ryan) 7, 2, 8, 7, 5, 4, 9, 3, 4, 2, 5, 62656646
1987The Intentional Stance (Daniel C. Dennett) 5000
1992  Constructivism and the technology of instruction (Thomas M. Duffy, David H. Jonassen) 6, 7, 8, 6, 5, 13, 10, 3, 3, 2, 3, 118333112359
1996 local secure Darwin's Dangerous Idea (Daniel C. Dennett) 2, 2, 2, 3, 7, 2, 1, 3, 5, 2, 2, 2732218
1999The Meme Machine (Susan Blackmore) 8200
2006 local secure Explaining Creativity (R. Keith Sawyer) 1, 3, 1, 1, 1, 1, 3, 2, 6, 1, 1, 4154122
2006 local secure Handbook of Classroom Management2, 2, 4, 1, 1, 1, 2, 4, 3, 1, 12, 2, 4244381
2007 local secure The Black Swan (Nassim Nicholas Taleb) 5, 3, 1, 1, 4, 6, 2, 2, 5, 1, 1, 3663177
2011 local secure Schnelles Denken - langsames Denken (Daniel Kahneman) 4, 1, 6, 5, 4, 7, 12, 5, 5, 6, 5, 615166293
2014 local secure The Marshmallow Test (Walter Mischel) 3, 1, 2, 1, 2, 3, 2, 5, 1, 2, 2, 233299
icon
Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
 local secure web The Theory Underlying Concept Maps and How To Construct Them (Joseph D. Novak) 4, 1, 8, 5, 2, 6, 8, 2, 3, 3, 3, 682361504
1992Cognitive flexibility, constructivism and hypertext (R. J. Spiro, P. J. Feltovich, R. L. Coulson) 2, 4, 2, 7, 3, 4, 4, 4, 6, 1, 4, 630761311
2006 local secure web Why Minimal Guidance During Instruction Does Not Work (Paul A. Kirschner, John Sweller, Richard E. Clark) 4, 2, 5, 8, 6, 7, 12, 3, 1, 2, 2, 526215690
2008 local secure The Seductive Allure of Neuroscience Explanations (Deena Skolnick Weisberg, Frank C. Keil, Joshua Goodstein, Elizabeth Rawson, Jeremy R. Gray) 2, 1, 3, 6, 3, 1, 1, 12, 1, 3, 2, 2662402

icondieses Buch  erwähnt nicht ... Eine statistisch erstelle Liste von nicht erwähnten (oder zumindest nicht erfassten) Begriffen, die aufgrund der erwähnten Begriffe eine hohe Wahrscheinlichkeit aufweisen, erwähnt zu werden.

iconTagcloud

iconZitationsgraph

Diese Grafik fensterfüllend anzeigen als Pixelgrafik (PNG) Vektorgrafik (SVG)

iconVolltext dieses Dokuments

LokalWhat Every Teacher Needs to Know About Psychology: Gesamtes Buch als Volltext (lokal: 1697 kByte)

iconBibliographisches Hier finden Sie Angaben um das gewählte Werk zu kaufen oder in einer Bibliothek auszuleihen.

Titel FormatBez.Aufl.Jahr ISBN      
What Every Teacher Needs to Know About PsychologyE--01909717851SwissbibWorldcatBestellen bei Amazon.deBuy it now!Bestellen bei ebook.de

iconBeat und dieses Buch

Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. (das er aber aus Urheberrechtsgründen nicht einfach weitergeben darf). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.

iconBiblionetz-History Dies ist eine graphische Darstellung, wann wie viele Verweise von und zu diesem Objekt ins Biblionetz eingetragen wurden und wie oft die Seite abgerufen wurde.