In this book a new theory on instruction is presented - a reflective theory of school didactics - uniquely incorporating continental German and Nordic research traditions in the theory of didactics (Didaktik), together with Anglo-American research on teaching (instructional research) and cognitivist theory.
In cognitive science, artificial intelligence, psychology, and education, a growing body of research supports the view that the learning process is strongly influenced by the learner's goals. The fundamental tenet of goal-driven learning is that learning is largely an active and strategic process in which the learner, human or machine, attempts to identify and satisfy its information needs in the context of its tasks and goals, its prior knowledge, its capabilities, and environmental opportunities for learning. This book brings together a diversity of research on goal-driven learning to establish a broad, interdisciplinary framework that describes the goal-driven learning process. It collects and solidifies existing results on this important issue in machine and human learning and presents a theoretical framework for future investigations.
This book is for teachers and student teachers looking to improve their practice in primary science. Throughout the book, the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: Building on children's own ideas How to ask and answer questions Managing practical work in the classroom Science for very young children Effective assessment, self-assessment and feedback Cross-curricular links ICT and science Science outside the classroom Each module comprises of an introduction to the aspect.
The A-Z of Learning is a handy compendium packed with facts and techniques that teachers need to have at their fingertips. It provides over a thousand answers, definitions, and practical tips for the many questions that teachers encounter every day in the classroom. It is extensively researched to provide quick jargon-free solutions to the information-overload that teachers and student teachers face.
