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CONTENTS 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 References Part One: History 2 Putting Principles into Practice: Understanding History Peter J. Lee History and Everyday Ideas Substantive Concepts History That Works References 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 References 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 Thinking Conclusion Notes References 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 Frameworks Principle #3: A Metacognitive Approach Enables Student Self Monitoring Next Steps References 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 References 7 Pipes, Tubes and Beakers: New Approaches to Teaching the Rational Number System Joan Moss Rational-Number Learning and the Principles of How People Learn Instruction in Rational Numbers Conclusion: How Students Learn Rational Numbers References 8 Teaching Functions Mindy Kalchman and Kenneth Koedinger Addressing the Three Principles Building Resources, Self-Regulating Problem Solvers Teaching Functions for Understanding Summary References 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 Conclusion References 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 Conclusion References 11 Guided Inquiry in the Science Classroom Jim Minstrell and Pamela Kraus The Unit: The Nature of Gravity and Its Effects Summary References 12 Developing Understanding Through Model-Based Inquiry James Stewart, Jennifer L. Cartier, and Cynthia M. Passmore Genetics Developing Darwin's Model of Natural Selection in High School Evolution Classroom Environments that Support Learning with Understanding Summary References 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 References Biographical Sketches of Committee Members and Contributors Index
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