附註:Includes bibliographical references.
Honoring the learning process -- Considering the possibilities -- Coming to know one's world -- Posing problems of emerging relevance to students -- Structuring learning around primary concepts : the quest for essence -- Seeking and valuing students' points of view -- Adapting curriculum to address students' suppositions -- Assessing students' learning in the context of teaching -- Becoming a constructivist teacher -- Pursuing meaningful victories.
摘要:The activities that transpire within the classroom either help or hinder students learning. Any meaningful discussion of educational reform, therefore, must focus explicitly and directly on the classroom, and on the teaching and learning that occurs within it. This book presents a case for the development of classrooms in which students are encouraged to construct deep understandings of important concepts. Jacqueline Grennon Brooks and Martin Brooks present a new set of images for educational settings, images that emerge from student engagement, interaction, reflection, and construction. They have considerable experience in creating constructivist educational settings and conducting research on those settings. Authentic examples are provided throughout the book, as are suggestions for administrators, teachers, and policymakers. Jacqueline Grennon Brooks is Associate Professor in the Center for Science, Mathematics and Technology Education at the State University of New York at Stony Brook. Martin G. Brooks is Superintendent of the Valley Stream Central High School District in Valley Stream, New York.
