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In this course, we will review and discuss three major paragigms of learning and instruction: behaviorial, cognitive, and socio-cultural perspectives. We will do so in the context of major content domains of science, mathematics, language arts and social studies. In each case, we will not only examine what we know about students' learning but we will also compare and contrast different instructional models that have been developed and implemented in classroom settings. |
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I. Class Participation All class members are expected to participate and to contribute to discussions. All students have to read the assigned book chapters and papers before class. Students will also participate in the preparation of class meetings and activities. |
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II. Class Essays and Final Examination During the course, students will be asked to write several short essays which focus on the weekly readings and review major concepts. In the final take-home exam, students will summarize and discuss the principles of learning and instruction covered in this course, and apply these principles to the understanding and solving of an important educational problem. The exam topic will be handed out on the last day of class (12/4/00). The essay (10-15 double-spaced pages) has to be completed by Tuesday 12/11/00 at 3pm. Alternatively, students can select to write a research paper (10-15 double-spaced pages) which has to be handed in by Thursday 12/13/00 at 3pm. Please deliver or e-mail the copy of your final exam or paper to Sandy LeWinter (310-825-9260), the administrative assistant in PSE (Psychological Studies in education), at lewinter@gseis.ucla.edu or to Moore Hall 3302 |
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III. Class Materials and Readings Two books contain most of the required readings for this course. One book is "Schools for Thought" by John T. Bruer (Cambridge, MA: MIT Press, 1993), the other is the campanion "Classroom Lessons" edited by K. McGilly (Cambridge, MA: MIT Press, 1994). Both of them have been ordered and are available (in paperback) in the university bookstore. Furthermore, a reader with additional papers has been compiled. It will be available at Course Reader Materials, located at 1137 Westwood Blvd. Phone number (310)443-3303. |
| Week 1 | Week 2 | Week 3 |
| Week 4 | Week 5 | Week 6---NO CLASS |
| Week 7 | Week 8 | Week 9 |
| Week 10 | Week 11 |
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September 25 |
Introduction |
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October 2 |
Bruer, Chapter 1, pp. 1-80. Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25(4), 5-11. Anderson, J. R., Reder, L. M., & Simon, H. A. (1997). Rejoinder: Situated versus cognitive perspectives: Form versus substance. Educational Researcher, 26(1), 18-21. Greeno, J. G. (1997). Response: On claims that answer the wrong questions. Educational Researcher, 26(1), 5-17. Skinner, B. F. (1968). The technology of teaching. Englewood Cliffs, NJ: Prentice-Hall, Inc. Chapter 1: The etymology of teaching,
pp. 1-8 |
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October 9
GUEST LECTURER: Dr. Annamarie Francois, TEP UCLA
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Bruer, Chapter 6, "Reading: Seeing the Big Picture", pp. 173-213. Flavell, J. H. (1981). Cognitive monitoring. In W. P. Dickson (Ed.), Children's oral communication skills (pp. 35-60). New York: Academic Press. Gaskins, I. (1994). Classroom applications of cognitive science: Teaching poor readers how to learn, think, and problem solve. In Kate McGilly (Ed.),Classroom lessons: Integrating cognitive theory and classroom practice (pp. 129156). Cambridge, MIT Press. Heath, S. B. (1983). Ways with words (Chapters 5, 6, and 7).Cambridge UK: CambridgeUniversity Press. Palincsar, A. & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition and Instruction, 1(2), 117-175. Stahl, S. A., McKenna, M. C., & Pagnucco, J. R. (1994). The effects of whole-language instruction: An update and re-appraisal. Educational Psychologist, 29(4), 175-185. Check also: http://nces.ed.gov/nationsreportcard/reading/
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October 16 |
Bruer, Chapter 7, "Writing: Transforming Knowledge", pp. 214-255. Elbow, P. (1987). Closing my eyes as I speak: An argument for ignoring audience. College English, 49(1), 50-69. Flower, L. & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387. Hull, L. & Rose, M. (1986). Rethinking Remediation: Toward a social-cognitive understanding of problematic reading and writing. Written Communication, 6(2), 139-154. Scardamalia, M, Bereiter, C., & Lamon, M. (1994). The CSILE Project: Trying to bring the classroom into World 3. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 201-228). Cambridge, MA: MIT Press. Check also: http://nces.ed.gov/nationsreportcard/writing/
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October 23 |
Erickson, J. & Lehrer, R. (1998). The evolution of critical standards as students design hypermedia documents. The Journal of the Learning Sciences, 7(3&4), 351-386. Focus on pages 351-372 and 382-386. Gregg, S. M. & Leinhardt, G. (1994). Mapping out geography: An example of epistemology and education. Review of Educational Research, 64(2), pp. 311-361. Spoehr, K. (1994). Enhancing the acquisition of conceptual structures through hypermedia. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 75-101). Cambridge, MA: MIT Press. Wineburg, S. S. (1991). Historical problem solving: A study of cognitive processes used in the evaluation of documentary and pictorial evidence. Journal of Educational Psychology, 83(1), 73-87. Check also: http://nces.ed.gov/nationsreportcard/civics/ |
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Week 6 October 30 |
NO SESSION |
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November 6 |
Bruer, Chapter 5, "Science: Inside the Black Box", pp. 127-172. Brown, A., & Campione, J. (1994). Guided discovery in a community of learners. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 229-290). Cambridge, MA: MIT Press. diSessa, A. (1988). Knowledge in pieces. In G. Forman & P. Putfall (Eds.), Constructivism in the computer age (pp. 49-70). Hillsdale, NJ: Lawrence Erlbaum Associates. Hunt, E., & Minstrell, J. (1994). A cognitive approach to teaching physics. In Kate McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp 51-73). Cambridge, MIT Press. Posner, G., Strike, K., Hewson, P., & Gertzog, W. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66, 221227. Check also: |
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November 13
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Barton, A. C. (1998). Teaching science with homeless children: Pedagogy, representation, and identity. Journal of Research in Science Teaching, 35(4), 379-394. Gobbo, C. & Chi, M. (1986). How knowledge is structured and used by expert and novice children. Cognitive Development, 1, 221-237. Hutchins, E. (1983). Understanding micronesian navigation. In Gentner, D., & Stevens, A.L. (Eds.) (1983). Mental models. Hillsdale, NJ: Lawrence Erlbaum Associates. Lave, J. & Wenger, E. (1991). Situated learning (Chapters 1 and 4). New York: Cambridge University Press.
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GUEST LECTURE Friday November 16 1:30-5:00pm Faculty Center California Room |
Associate Professor of Science Education Teachers College Columbia University Director, Urban Science Education Center Author of Feminist Science Education |
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November 20 |
Bruer, Chapter 4, "Mathematics: Making It Meaningful", pp. 81-126. Carpenter, T. P., Ansell, E., Franke, M. L., Fennema, E., & Weisbeck, L. (1993). Models of problem solving: A study of kindergarten children's problem solving processes. Journal for Research in Mathematics Education, 24(5), 427-440. Cognition and Technology Group at Vanderbilt. (1994). From visual word problems to learning communities: Changing conceptions of cognitive research. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 157-200). Cambridge, MA: MIT Press. Griffin, S. A., Case, R., & Siegler, R. S. (1994). Rightstart: Proving the central conceptual prerequisites for first formal learning of arithmetic to students at risk for school failure. In K. McGilly (Ed.), Classroom lessons: Integrating cognitive theory and classroom practice (pp. 25-49). Cambridge, MA: MIT Press. Lehman, D. R., Lempert, R. O., & Nisbett, R. W. (1998). The effects of graduate training on reasoning: Formal discipline and thinking and about everyday-life events. American Psychologist, 43(6), 431-442. Tversky, A. & Kahneman, D. (1971). Belief in the law of small numbers. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp. 3-20). Cambridge: Cambridge University Press. Tversky, A. & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. In D. Kahneman, P. Slovic, & A. Tversky (Eds.), Judgment under uncertainty: Heuristics and biases (pp. 23-31). Cambridge: Cambridge University Press. Check also: |
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November 27
GUEST LECTURER Dr. Susan John, UES UCLA |
Carraher, T. N., Carraher, D. W., & Schlieman, A. D. (1987). Written and oral mathematics. Journal for Research in Mathematics Education, 18(2), 83-97. O'Connor, M.C., and Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In Deborah Hicks (Ed.) Discourse, learning and schooling (pp. 63-103). NY: Cambridge University Press. Saxe, G. B. & Posner, J. (1983). The development of numerical cognition: Cross-cultural perspectives. In.H. P . Ginsburg (Ed.), The development of mathematical thinking (pp.291-317).New York: Academic Press.
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December 4 |
Bruer, Chapter 8, "Testing, Trying, and Teaching", pp. 257-289. Bruer, Chapter 9, "Changing our representations: Thinking of Education in New Ways", pp. 289-298. Collins, A., Brown, J. S. & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Educational Researchers, pp. 35-42. Sfard, A. (1998). On two metaphors for learning and the dangers of just choosing one. Educational Researcher, 27(2), 4-13.
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Other Resources: Bransford, J.D., Brown, A.L. & Cocking, R. (Eds.), (2000). How people learn: Brain, mind, experience and school.. Washington, D.C.: National Academy Press.
ybk 9/21/01