This groundbreaking book offers information on the most effective ways that students process material, store it in their long-term memories, and how that effects learning for long-term retention. It reveals how achieving different levels is important for "transfer" which refers to the learner's ability to use what is learned in different situations and to problems that might not be directly related to the problems used to help the student learn. Filled with proven tools, techniques, and approaches, this book explores how to apply these approaches to improve teaching.
This groundbreaking book offers information on the most effective ways that students process material, store it in their long-term memories, and how that effects learning for long-term retention. It reveals how achieving different levels is important for "transfer" which refers to the learner's ability to use what is learned in different situations and to problems that might not be directly related to the problems used to help the student learn. Filled with proven tools, techniques, and approaches, this book explores how to apply these approaches to improve teaching.
EDWARD J. MASTASCUSA taught electrical engineering at Bucknell University in Lewisburg, Pennsylvania. He was recognized by the American Society for Engineering Education for excellence in teaching. WILLIAM J. SNYDER is a professor of chemical engineering at Bucknell University, where he was recognized for distinguished teaching. BRIAN S. HOYT is an independent consultant focusing on using information technology to enhance teaching, learning, and business processes in higher education.
Inhaltsangabe
Foreword. Preface. Acknowledgments. About the Authors. 1. Is There a Problem?: Or Is the Problem That We Don't Think There Is a Problem? 2. Learning and Memory: How Does Learning Happen? 3. Perception: When All Else Fails, Start at the Beginning. 4. Processing and Active Learning: How Does It Happen? 5. Bloom's Taxonomy of Educational Objectives: Its Relationship to Course Outcomes. 6. Interactive Engagement and Active Learning: Retrieval Events. 7. Some Active Learning Techniques: Studying, Retrieval, and Schemata Construction. 8. Problem-Based Learning: Where Am I Ever Going to Use This Stuff? 9. Transfer: What Are Your Course Outcomes? 10. Teaching for Transfer: Applying What Is Known. 11. Applications. Appendix: Bloom's Taxonomy and Educational Outcomes: The McBeath Action Verbs. Glossary. References. Index.
Foreword. Preface. Acknowledgments. About the Authors. 1. Is There a Problem?: Or Is the Problem That We Don't Think There Is a Problem? 2. Learning and Memory: How Does Learning Happen? 3. Perception: When All Else Fails, Start at the Beginning. 4. Processing and Active Learning: How Does It Happen? 5. Bloom's Taxonomy of Educational Objectives: Its Relationship to Course Outcomes. 6. Interactive Engagement and Active Learning: Retrieval Events. 7. Some Active Learning Techniques: Studying, Retrieval, and Schemata Construction. 8. Problem-Based Learning: Where Am I Ever Going to Use This Stuff? 9. Transfer: What Are Your Course Outcomes? 10. Teaching for Transfer: Applying What Is Known. 11. Applications. Appendix: Bloom's Taxonomy and Educational Outcomes: The McBeath Action Verbs. Glossary. References. Index.
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