Table of contents for How students learn : history, mathematics, and science in the classroom / Committee on How People Learn, A Targeted Report for Teachers ; M. Suzanne Donovan and John D. Bransford, editors.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.

1	Introduction 
 M. Suzanne Donovan and John D. Bransford
	A Fish Story
	Learning Environments and the Design of Instruction
	Putting the Principles to Work in the Classroom
	Intent and Organization of This Volume
Part One: History
2 	Putting Principles into Practice: Understanding History 
 Peter J. Lee
	History and Everyday Ideas
 Substantive Concepts
 History That Works
3 	Putting Principles Into Practice: Teaching and Planning 
 Rosalyn Ashby, Peter J. Lee, and Dennis Shemilt
	The Reality Test
	Working With Evidence: Pilgrim Fathers and Native Americans
	Working With Evidence: The St. Brendan's Voyage Task
	Appendix 3A: Implications for Planning
4 	"They Thought the World Was Flat?": Applying the Principles of How People Learn in Teaching High School History 
 Robert Bain
	Where to Begin? Transforming Topics and Objectives into Historical Problems
Designing a "History-Considerate" Learning Environment: Tools for Historical 
Part Two: Mathematics
5 	Mathematical Understanding: An Introduction 	
 Karen Fuson, Mindy Kalchman, and John D. Bransford
 Principle #1: Teachers Must Engage Students' Preconceptions
 Principle #2: Understanding Requires Factual Knowledge and Conceptual 
 Principle #3: A Metacognitive Approach Enables Student Self Monitoring
 Next Steps
6 	Teaching Mathematics in the Primary Grades: Fostering the Development of Whole Number Sense 
 Sharon Griffin
 Deciding What Knowledge to Teach
 Building on Children's Current Understandings
	Acknowledging Teachers' Conceptions and Partial Understandings
	Revisiting Question 2: Defining the Knowledge That Should Be Taught
	What Sorts of Learning Does This Approach Make Possible?
	Summary and Conclusion
7 	Pipes, Tubes and Beakers: New Approaches to Teaching the Rational Number 
 Joan Moss
	Rational-Number Learning and the Principles of How People Learn
	Instruction in Rational Numbers
	Conclusion: How Students Learn Rational Numbers
8 	Teaching Functions 
 Mindy Kalchman and Kenneth Koedinger
	Addressing the Three Principles
	Building Resources, Self-Regulating Problem Solvers
	Teaching Functions for Understanding
Part Three: Science
9 	Scientific Inquiry and How People Learn 
 John D. Bransford and M. Suzanne Donovan
	Principle 1: Addressing Preconceptions
	Principle 2: Knowledge of What It Means to "Do Science"
	Principle 3: Metacognition	
	The How People Learn Framework
10 	Teaching to Promote the Development of Scientific Knowledge and Reasoning about Light at the Elementary School Level 
 Shirley Palinscar and Annemarie Magnusson
	The Study of Light
	The Study of Light Through Inquiry
	Supporting Learning Through Cycles of Investigation
	The Role of Subject-Specific Knowledge in Effective Science Instruction
11 	Guided Inquiry in the Science Classroom 
 Jim Minstrell and Pamela Kraus
	The Unit: The Nature of Gravity and Its Effects
12 	Developing Understanding Through Model-Based Inquiry 
 James Stewart, Jennifer L. Cartier, and Cynthia M. Passmore
	Developing Darwin's Model of Natural Selection in High School Evolution
	Classroom Environments that Support Learning with Understanding
13 	Pulling Threads 	
 M. Suzanne Donovan and John D. Bransford
	Engaging Resilient Preconceptions
	Organizing Knowledge Around Core Concepts
	Supporting Metacognition
	Principles of Learning and Classroom Environments
Biographical Sketches of Committee Members and Contributors

Library of Congress Subject Headings for this publication:

Classroom management.
Curriculum planning.