In search of understanding : the case for constructivist classrooms
Resource Information
The work In search of understanding : the case for constructivist classrooms represents a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries. This resource is a combination of several types including: Work, Language Material, Books.
The Resource
In search of understanding : the case for constructivist classrooms
Resource Information
The work In search of understanding : the case for constructivist classrooms represents a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries. This resource is a combination of several types including: Work, Language Material, Books.
- Label
- In search of understanding : the case for constructivist classrooms
- Title remainder
- the case for constructivist classrooms
- Statement of responsibility
- with a new introduction by the authors Jacqueline Grennon Brooks, Martin G. Brooks
- Subject
-
- Active learning
- Active learning -- United States
- Cognition in children
- Cognition in children -- United States
- Constructivism (Education)
- Constructivism (Education)
- EDUCATION -- Educational Psychology
- Electronic books
- Leerprocessen
- Onderwijsresearch
- Thought and thinking -- Study and teaching
- Thought and thinking -- Study and teaching -- United States
- United States
- Verenigde Staten
- Language
- eng
- Summary
- 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
- Cataloging source
- N$T
- Dewey number
- 370.15/2
- Illustrations
- illustrations
- Index
- no index present
- LC call number
- LB1590.3
- LC item number
- .B75 1999eb
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
Context
Context of In search of understanding : the case for constructivist classroomsWork of
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- In search of understanding : the case for constructivist classrooms, with a new introduction by the authors Jacqueline Grennon Brooks, Martin G. Brooks
- In search of understanding : the case for constructivist classrooms, with a new introduction by the authors Jacqueline Grennon Brooks, Martin G. Brooks
- In search of understanding : the case for constructivist classrooms, with a new introduction by the authors Jacqueline Grennon Brooks, Martin G. Brooks
- In search of understanding : the case for constructivist classrooms, with a new introduction by the authors Jacqueline Grennon Brooks, Martin G. Brooks
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