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What Every Teacher Needs to Know About Psychology

David Didau, Nick Rose , local 
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What Every Teacher Needs to Know About Psychology
Much of what we do in classrooms is intuitive, steered by what 'feels right', but all too often intuition proves a poor, sometimes treacherous guide. Although what we know about the workings of the human brain is still pitifully little, the science of psychology can and has revealed certain surprising findings that teachers would do well to heed.
 
Over the past few decades, psychological research has made real strides into understanding how we learn, but it's only in the last few years that education has become aware of these insights. Part of the problem is a tendency amongst teachers to resist being told 'what works' if it conflicts with intuition. Whilst we cannot and should not relinquish our professional judgement in the face of outlandish claims, we should at least be aware of what scientists have discovered about learning, thinking, motivation, behaviour and assessment over the past few decades.
 
This though is far easier said than done. Every year thousands of research papers are published, some of which contradict each other. How can busy teachers know which research is worth investing time in reading and understanding?
 
Here, David Didau and Nick Rose attempt to lay out the evidence and theoretical perspectives on what we believe are the most important and useful psychological principles of which teacher ought to be aware. That is not to say this book contains everything you might ever need to know - there is no way it could - it is merely a primer. We hope that you are inspired to read and explore some of the sources for yourself and see what other principles can find a home in your classroom. Some of what we present may be surprising, some dubious, but some in danger of being dismissed as 'blindingly obvious'.
 
Before embracing or dismissing any of these principles we urge you to interrogate the evidence and think carefully about the advice we offer. While nothing works everywhere and everything might work somewhere, this is a guide to what we consider the best bets from the realm of psychology.
Von Klappentext im Buch What Every Teacher Needs to Know About Psychology (2016)

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Personen
KB IB clear
Susan Blackmore, Jerome S. Bruner, Richard E. Clark, R. L. Coulson, Edward L. Deci, Daniel C. Dennett, Carolyn M. Evertson, P. J. Feltovich, Joshua Goodstein, Jeremy R. Gray, Bärbel Inhelder, Daniel Kahneman, Frank C. Keil, Paul A. Kirschner, Walter Mischel, Joseph D. Novak, Jean Piaget, Elizabeth Rawson, Richard M. Ryan, R. Keith Sawyer, Burrhus F. Skinner, R. J. Spiro, John Sweller, Nassim Nicholas Taleb, Amos Tversky, Carol S. Weinstein, Deena Skolnick Weisberg

Aussagen
KB IB clear
Neurologie fördert Glaubwürdigkeit

Begriffe
KB IB clear
AwarenessAwareness, Big Five / OCEANBig Five, Bildungeducation (Bildung), cognitive flexibilitycognitive flexibility, cognitive load theory (CLT), Deklaratives/explizites Gedächtnis, delay of gratificationdelay of gratification, Ego-Depletion, Formal-operatives Denkenformal operational stage, Gedächtnismemory, Gehirnbrain, gritgrit, growth mindsetgrowth mindset, Intuition, Kinderchildren, Kognitionswissenschaftcognitive science, Konkrete Operationen concrete operational stage, Kreativitätcreativity, Kurzzeitgedächtnisshort-term memory, Langzeitgedächtnislong term memory, LehrerInteacher, Lernenlearning, Marshmallow-TestDelay-of-Gratification Task, MBTI (Myers-Briggs Type Indicator)Myers-Briggs Type Indicator, Metakognitionmetacognition, Motivationmotivation, Motivation, extrinsischeextrinsic motivation, Motivation, intrinsische, Neurologie, Präoperationales Stadiumpreoperational stage, Prozedurales/implizites/n. deklaratives Gedächtnis, Psychologiepsychology, Reliabilität, Schuleschool, Sensumotorisches Stadium, Soziale Erwünschtheit, Stadien der kindlichen Entwicklung nach PiagetPiaget's theory of cognitive development, Theory-of-Mind (TOM)Theory-of-Mind, type I errortype I error, type II errortype II error, Unterricht, Validität, Vergessen, Vergessenskurve (Ebbinghaus'sche), Zone of Proximal Development
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
1948   Die Entwicklung des räumlichen Denkens beim Kinde Personenreihenfolge alphabetisch und evtl. nicht korrekt (Bärbel Inhelder, Jean Piaget) 5, 10, 2, 2, 7, 4, 4, 6, 1, 7, 7, 1 14313463
1953 Science and Human Behavior (Burrhus F. Skinner) 27100
1960 local  The Process of Education (Jerome S. Bruner) 2, 2, 9, 2, 5, 2, 5, 8, 3, 9, 16, 2 861622748
1982 local  Judgment under Uncertainty (Daniel Kahneman, Paul Slovic, Amos Tversky) 12, 1, 4, 14, 1, 1, 4, 3, 2, 5, 12, 5 45165348
1985 Intrinsic Motivation and Self-determination in Human Behavior (Edward L. Deci, Richard M. Ryan) 12, 3, 5, 2, 4, 3, 5, 4, 6, 6, 6, 7 3557981
1987 The Intentional Stance (Daniel C. Dennett) 6000
1992   Constructivism and the technology of instruction (Thomas M. Duffy, David H. Jonassen) 3, 16, 1, 4, 1, 5, 5, 3, 5, 7, 17, 5 853352724
1996 local  Darwin's Dangerous Idea (Daniel C. Dennett) 1, 1, 7, 1, 2, 1, 5, 7, 5, 5, 7, 3 753465
1999 local  The Meme Machine (Susan Blackmore) 2, 5, 1, 3, 7, 1, 3, 4, 1, 9, 14, 2 1010263
2006 local  Explaining Creativity (R. Keith Sawyer) 7, 2, 4, 7, 1, 4, 3, 5, 1, 8, 3, 1 261265
2006 local  Handbook of Classroom Management 8, 1, 3, 4, 1, 1, 3, 2, 6, 7, 10, 4 744591
2007 local  The Black Swan (Nassim Nicholas Taleb) 8, 1, 2, 3, 2, 1, 2, 5, 1, 9, 6, 3 993388
2011 local  Schnelles Denken - langsames Denken (Daniel Kahneman) 2, 10, 1, 4, 7, 2, 3, 4, 3, 6, 7, 4 23294629
2014 local  The Marshmallow Test (Walter Mischel) 4, 3, 1, 3, 3, 1, 3, 3, 2, 5, 12, 2 382270
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
 local web  The Theory Underlying Concept Maps and How To Construct Them (Joseph D. Novak) 1, 1, 13, 2, 3, 1, 4, 3, 4, 5, 5, 2 82321784
1974 local web  Judgment under uncertainty (Amos Tversky, Daniel Kahneman) 8, 3, 8, 1, 3, 2, 6, 4, 2, 7, 9, 3 2433303
1992 Cognitive flexibility, constructivism and hypertext (R. J. Spiro, P. J. Feltovich, R. L. Coulson) 11, 1, 3, 9, 1, 1, 5, 3, 3, 8, 9, 4 30741615
2006 local web  Why Minimal Guidance During Instruction Does Not Work (Paul A. Kirschner, John Sweller, Richard E. Clark) 1, 6, 7, 1, 5, 2, 9, 3, 5, 7, 13, 3 43223990
2008 local  The Seductive Allure of Neuroscience Explanations (Deena Skolnick Weisberg, Frank C. Keil, Joshua Goodstein, Elizabeth Rawson, Jeremy R. Gray) 2, 5, 7, 1, 8, 1, 6, 5, 5, 7, 9, 2 662640

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Titel   Format Bez. Aufl. Jahr ISBN          
What Every Teacher Needs to Know About Psychology E - - 0 1909717851 Swissbib Worldcat Bestellen bei Amazon.de Buy it now!

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