Download Free School Learning And Cognitive Styles Book in PDF and EPUB Free Download. You can read online School Learning And Cognitive Styles and write the review.

This book provides an accessible approach to teaching strategies that will improve the quality of student learning and behavior. The author advocates that the key to effective learning, and therefore the key to a successful school, is not complex management systems but good quality teaching. With this aim clearly in sight he incorporates recent psychological developments on individual learning differences with practical classroom applications. He presents new approaches in three key areas: processing capacity, cognitive style and understanding the structure of knowledge. These are central to the understanding of pupil differences. They affect our perception of how pupils can be helped to learn, why pupils find some aspects of their schoolwork difficult, and why pupils behave as they do. With simple explanations and practical activities this book will help both primary and secondary teachers to improve pupils learning and help them to manage behavior more effectively. The new insights into difficult behavior will also be of interest to counselors and educational psychologists.
This volume presents the most comprehensive, balanced, and up-to-date coverage of theory and research on cognitive, thinking, and learning styles, in a way that: * represents diverse theoretical perspectives; * includes solid empirical evidence testing the validity of these perspectives; and * shows the application of these perspectives to school situations, as well as situations involving other kinds of organizations. International representation is emphasized, with chapters from almost every major leader in the field of styles. Each chapter author has contributed serious theory and/or published empirical data--work that is primarily commercial or that implements the theories of others. The book's central premise is that cognitive, learning, and thinking styles are not abilities but rather preferences in the use of abilities. Traditionally, many psychologists and educators have believed that people's successes and failures are attributable mainly to individual differences in abilities. However, for the past few decades research on the roles of thinking, learning, and cognitive styles in performance within both academic and nonacademic settings has indicated that they account for individual differences in performance that go well beyond abilities. New theories better differentiate styles from abilities and make more contact with other psychological literatures; recent research, in many cases, is more careful and conclusive than are some of the older studies. Cognitive, learning, and thinking styles are of interest to educators because they predict academic performance in ways that go beyond abilities, and because taking styles into account can help teachers to improve both instruction and assessment and to show sensitivity to cultural and individual diversity among learners. They are also of interest in business, where instruments to assess styles are valuable in selecting and placing personnel. The state-of-the-art research and theory in this volume will be of particular interest to scholars and graduate students in cognitive and educational psychology, managers, and others concerned with intellectual styles as applied in educational, industrial, and corporate settings.
Based on the notion that the reason children have no trouble learning what they want outside of school is because they can choose the method of learning, selects the most commonly known cognitive styles that have been systematically studied by psychologists and educators, and describes how classroom
First Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
This book addresses the various aspects of computational support systems for learners nowadays. It highlights in particular those learning aspects that rely heavily upon ones imagination of knowledge and new ideas. The question is how learners may become more effective through the use of highly graphical computer systems that now conquer almost every desk. As an extrapolation of the constructionistic paradigm, learning is seen here as a process of conceptual design. Witnessing the prudent introduction of CADD software (Computer Aided Drafting and Design) it is obvious that users are generally scrupulous to accept the computer in the ideational stages of design. This book presents both existing conceptual techniques and those estimated to arrive in the few coming years. Its further evolution does not rely entirely on interactive systems; quite often we see that design methods remain long after the tools have been abandoned. One of the reasons that conceptual support has not particularly sustained in learning practices is that it demands the learner to make intuitive ideas explicit and thus forces the learner to reconsider existential factors like imagining and expressing the unknown; hard to reconcile with the traditional conversation style between teachers and students. Collaborative learning situations are a much better condition for conceptual negotiations. It is likely that Web-based learning communities will foster these more subtle stages in understanding as it provides less pressure to accept the authorities conclusion before the learner actually understands a certain topic.
Provides recent, relevant and alternative perspectives upon the nature of style differences and their implication for psychological theory and applied developments.

Best Books