Rather than simply outlining the classical and modern theories of learning, this widely adopted text brings the material to life through case studies that engage students in debates about what really happens in classrooms. Students are encouraged to test the strengths and weaknesses of each theory so that, ultimately, they will learn to formulate their own philosophies of teaching and learning. The new Fifth Edition of Perspectives on Learning features: A discussion of common sense and learning theories. A new chapter on Transfer of Learning. Consideration of recent developments in brain science. A thoroughly updated list of Recommendations for Further Reading. Perspectives on Learning is one of the five books in the highly regarded Teachers College Press Thinking About Education Series, now in its Fifth Edition. All of the books in this series are designed to help pre- and in-service teachers bridge the gap between theory and practice. Table of Contents: Acknowledgements A Note to the Instructor Chapter 1 INTRODUCTION Learning The Teacher's Responsibility The Variety of Theories An Objection: We Don't Need Theories, Just Common Sense The Plan of the Book Chapter 2 CLASSICAL THEORIES Plato's Theory of Learning Case One The Lockean Atomistic Model Case 2 A Critique Case Three Chapter 3 BEHAVIORISM Classical Conditioning Operant Conditioning Case One B. F. Skinner Strengths and Weaknesses Case Two Chapter 4 PROBLEM SOLVING, INSIGHT, AND ACTIVITY The Gestalt Approach Case One The Inquiring Organism The Mind of the Learner Chapter 5 PIAGETIAN STRUCTURES AND PSYCHOLOGICAL CONSTRUCTIVISM Development of Cognitive Structures The Principles of Construction Case One Some Critical Issues Guidelines for Educators Constructivist Approaches to Learning After Piaget Chapter 6 SOCIAL ASPECTS OF LEARNING Social Influences on the "Piagetian Child" John Dewey Case One Vygotsky and Others Case Two Case Three Situated Cognition and Legitimate Peripheral Participation in Communities of Practice Culture and Learning Chapter 7 COGNITIVE STRUCTURES AND DISCIPLINARY STRUCTURES Maps and Organizers An Exercise The Structure of Disciplines Bruner, Schwab, and Hirst An Evaluation Chapter 8 TRANSFER OF LEARNING Case One Related Notions: Mental and Formal Discipline Case Two Further Clarification and Examples Case Three Case Four: An Early Empirical Study Where Do We Stand Today Chapter 9 THE COGNITIVE SCIENCE APPROACH Models: Pros and Cons The Heuristic Value for Researchers The Heuristic Value for Teachers Some Deficiencies of the Computer Model Understanding, Meaning, and the "Chinese Room" An Exercise Case One: Benny's Mathematics Plato and the Mind Chapter 10 ARGUMENTS AND ISSUES The Relation of Learning Theory to Teaching Different Kinds of Learning? A Starting Place for Learning Learning and Behavior Change The Scientific Status of Gestalt and Behaviorist Theories Different Teaching-Learning Strategies Teaching, Learning, and Stages of Development Learning to Read Learning Facts and Structures Learning Responsibility Learning Theory and Artificial Intelligence Learning to Balance Chemical Equations The Evaluation of Verbal and Skill Learning Learning the Meaning of Adding Learning Shakespeare Culture and Learning Individualized Learning A Problem with Multiple Theories of Learning References, Notes, and Further Reading Annotated Bibliography

Book Information
ISBN 9780807749838
Author D. C. Phillips
Format Paperback
Page Count 144
Imprint Teachers' College Press
Publisher Teachers' College Press