Cover Image
close this bookHow Children Learn (IAE - IBE - UNESCO, 32 p.)
View the document(introduction...)
View the documentThe International Academy of Education
View the documentPreface
View the documentIntroduction
View the document1. Active involvement
View the document2. Social participation
View the document3. Meaningful activities
View the document4. Relating new information to prior knowledge
View the document5. Being strategic
View the document6. Engaging in self-regulation and being reflective
View the document7. Restructuring prior knowledge
View the document8. Aiming towards understanding rather than memorization
View the document9. Helping students learn to transfer
View the document10. Taking time to practice
View the document11. Developmental and individual differences
View the document12. Creating motivated learners
View the documentReferences and further reading
View the documentThe International Bureau of Education - IBE

References and further reading

Bereiter. C. 1997. Situated cognition and how to overcome it. In: Kirshner, D.; Whitson. J.A., eds. Situated cognition: social, semiotic, and psychological perspectives. p. 281-300. Hillsdale, NJ, Erlbaum.

Boekaerts, M.: Pintrich. P.: Zeidner. M. 2000. Handbook of self-regulation. New York. Academic Press.

Bransford, J.D. 1979. Human cognition: learning, understanding and remembering. Belmont, CA. Wadsworth Publishing Co.

Bransford, T.D.; Brown. A.L.; Cocking. R.R., eds. 1999. How people learn: brain, mind, experience and school. Washington, DC, National Academy Press.

Brown, A.L. 1975. The development of memory: knowing, knowing about knowing and knowing how to know. In: Reese, H.W., ed. Advances in child development and behavior. Vol. 10. New York, Academic Press.

Brown, A.L., et al. 1996. Distributed expertise in the classroom. In: Salomon, G.. ed. Distributed cognitions: psychological and educational considerations. p. 188-228. Hillsdale. NJ. Erlbaum.

Brown, J.S.; Collins. A.; Duguid. P. 1989. Situated cognition and the culture of learning. Educational researcher (Washington. DC), vol. 18, no. 1.

Bruer, J.T. 1993. Schools for thought. Cambridge, MA, MIT Press.

Carretero M.; Voss, J., eds. 1994. Cognitive and instructional processes in history and the social sciences. Hillsdale, NJ, Erlbaum.

Case, R. 1978. Implications of developmental psychology for the design of effective instruction. In: Lesgold. A.M., et al., eds. Cognitive psychology and instruction, p. 441-63. New York, Plenum.

Chase, W.G.; Simon, H.A. 1973. The mind's eye in chess. In: Chase, W.G., ed. Visual information processing. New York, Academic Press.

Chen, J., et al. 1998. Building on children's strengths: the experience of Project Spectrum. New York, Teachers College, Columbia University.

Coles, R. 1970. Uprooted children: the early life of migrant farm workers. New York, Harper & Row.

Collins, A.; Brown, J.S.; Newman, S.F. 1989. Cognitive apprenticeship: teaching the craft of reading, writing and mathematics. In: Resnick, L.B., ed. Knowing, learning and instruction: essays in honor of Robert Glaser, p. 453-84. Hillsdale, NJ, Lawrence Erlbaum.

Deci, E.L.; Ryan, R. 1985. Intrinsic motivation and self-determination in human behaviour. New York, Plenum Press.

Driver, R.; Guesne, E.: Tiberghien, A., eds. 1985. Children's ideas in science. Milton Keynes, United Kingdom, Open University Press.

Dweck, C.S. 1989. Motivation. In: Lesgold A.; Glaser, R., eds. Foundations for a psychology of education, p. 87-136. Hillsdale, NJ, Erlbaum.

Elmore, R.F.; Peterson, P.L.; McCarthy, S.J. 1996, Restructuring in the classroom: teaching, learning and school organization. San Francisco, CA, Jossey-Bass.

Gardner, H. 1991. The unschooled mind: how children think and how schools should teach. New York, Basic Books.

Gardner, H. 1993. Multiple intelligences: the theory in practice. New York, Basic Books.

Halpern, D.F., ed. 1992. Enhancing thinking skills in the sciences and mathematics. Hillsdale, NJ, Erlbaum.

Heath, S.B. 1983. Ways with words: language, life and work in communities and classrooms. Cambridge, United Kingdom, Cambridge University Press.

Lepper, M.; Hodell, M. 1989. Intrinsic motivation in the classroom. In: Ames, C.; Ames, R., eds. Research on motivation in education, Vol. 3, p. 73-105. New York, Academic Press.

Marton, F.; Booth, S. 1997. Learning and awareness. Hillsdale, NJ, Erlbaum.

Mayer, R.E. 1987. Educational psychology: a cognitive approach. Boston, MA, Little, Brown.

Palincsar, A.S.; Brown, A.L. 1984. Reciprocal teaching of comprehension monitoring activities. Cognition and instruction (Hillsdale, NJ), vol. 1, p. 117-75.

Perkins, D. 1992. Smart schools: better thinking and learning for every child. Riverside, NJ, The Free Press.

Piaget, J. 1978. Success and understanding. Cambridge, MA, Harvard University Press.

Resnick, L.B.; Klopfer, L.E., eds. 1989. Toward the thinking curriculum: current cognitive research. Alexandria, VA, ASCD Books.

Rogoff, B. 1990. Apprenticeships in thinking: cognitive development in social context. New York, Oxford University Press.

Scardamalia, M.; Bereiter, C. 1991. Higher levels of agency for children in knowledge building: a challenge for the design of new knowledge media. Journal of the learning sciences (Hillsdale, NJ), no. 1, p. 37-68.

Schnotz, W.; Vosniadou, S.; Carretero, M. 1999. New perspectives on conceptual change. Oxford, United Kingdom, Elsevier Science.

Spaulding, C.L. 1992. Motivation in the classroom. New York, McGraw Hill.

Vosniadou, S.; Brewer, W.F. 1992. Mental models of the earth: a study of conceptual change in childhood. Cognitive psychology (San Diego, CA), no. 24, p. 535-58.

Vygotsky, L.S. 1978. Mind in society: the development of higher psychological processes. Cambridge, MA, Harvard University Press.

White, B.Y.; Frederickson, J.R. 1998. Inquiry, modelling and metacognition: making science accessible to all students. Cognition and instruction (Hillsdale, NJ), vol. 16, no. 1, p. 13-117.