How People Learn: Bridging Research and Practice provides a broad overview of research on learners and learning and on teachers and teaching. It expands on the 1999 National Research Council publication How People Learn: Brain, Mind, Experience, and School, Expanded Edition that analyzed the science of learning in infants, educators, experts, and more. In How People Learn: Bridging Research and Practice, the Committee on Learning Research and Educational Practice asks how the insights from research can be incorporated into classroom practice and suggests a research and development agenda that
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TEAM MEMBERS:
M. Suzanne DonovanJohn BransfordJames Pellegrino
Informal environments—or out-of-school-time (OST) settings—play an important role in promoting science learning for preK–12 students and beyond. The learning experiences delivered by parents, friends, and educators in informal environments can spark student interest in science and provide opportunities to broaden and deepen students’ engagement; reinforce scientific concepts and practices introduced during the school day; and promote an appreciation for and interest in the pursuit of science in school and in daily life. NSTA recommends strengthening informal learning opportunities for all preK
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National Science Teachers Association
The purpose of this research study was to investigate: students' schema structure for human evolution; their idiosyncratic conceptual change after visiting a museum exhibition; the role of alternative frameworks during learning; and the function of affect in learning. Thirty eleventh and twelfth grade high school students, eleven males and nineteen females, visited an exhibition on human evolution and participated in an opened-ended pre and post interview and Likert-type questionnaire. The interviews were transcribed, segmented by using shifts in natural language, and pre and post schema