How Students Learn
(Bransford & Donovan, 2005)
Bransford and Donovan (2005) outline three fundamental and well-established principles of learning:
1. Engage prior student knowledge
2. Foundation of factual knowledge in context of a conceptual framework
3. Metacognitive approach
It is imporant that teachers understand and use these goals in their teaching to promote student learning.
1. Engage prior student knowledge
2. Foundation of factual knowledge in context of a conceptual framework
3. Metacognitive approach
It is imporant that teachers understand and use these goals in their teaching to promote student learning.
Engaging Prior Knowledge
Instruction should aspire to uncover what students already know (or not know) about a subject in order to support learning. New understandings are constructed on a foundation of existing understandings and experiences (Bransford & Donovan, 2005).
Metacognition
Students learn to take control of their own learning by defining learning goals continual self-monitoring of their current understanding (Bransford & Donovan, 2005).
Role of Conceptual Framework & Factual Knowledge
For students to develop competence in inquiry, they need:
1. A solid foundation in factual knowledge which is discrete information and independent definitions.
2. Understanding of the facts in in the context of a conceptual framework which is concepts with meaning, connections between information, and rich in factual detail.
3. Knowledge organization that promotes retrieval and application.
(Bransford & Donovan, 2005)
1. A solid foundation in factual knowledge which is discrete information and independent definitions.
2. Understanding of the facts in in the context of a conceptual framework which is concepts with meaning, connections between information, and rich in factual detail.
3. Knowledge organization that promotes retrieval and application.
(Bransford & Donovan, 2005)
References
Bransford, J. D., & Donovan, M. S. (Eds.). (2005). How students learn: Science in the classroom. Washington, DC: The National Academies Press.