| Description |
xii, 352 pages ; 23 cm. |
| Series |
Yearbook of the National Society for the Study of Education, 49th, pt. 1 |
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Yearbook of the National Society for the Study of Education ; 49th, pt. 1.
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| Bibliography |
Includes bibliographical references and index. |
| Summary |
"The Forty-first Yearbook of this Society, comprising the two volumes, Philosophies of Education and The Psychology of Learning, presented authoritative expositions of the most influential systems of thought regarding the ultimate aims of education, on the one hand, and the nature of human learning, on the other. The motive of the present yearbook, Learning and Instruction, is the marshalling of significant facts and accepted generalizations derived from research and experimental studies of learning problems and the utilization of such new knowledge in the promotion of a desirable reorientation of instruction in the elementary and secondary schools. These three volumes will constitute a valuable sequence in the professional reading of teachers in schools and colleges"--Preface. (PsycINFO Database Record (c) 2009 APA, all rights reserved). |
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"The purpose of this yearbook is to focus the relevant data and concepts from the psychology of learning upon the problems of instruction in the elementary and secondary schools. The achievement of this purpose involves four steps: first, stating how learning proceeds as a general psychological process and how children are motivated to learn; second, describing how respective aspects or categories of behavior, such as motor skills or attitudes, are learned; third, pointing out the implications for instruction of accumulated knowledge from the field of learning; and fourth, redefining instruction in terms of the school as a laboratory for learning. This yearbook will, it is hoped, symbolize the shift in thinking concerning educational method during the last thirty-five years which is reflected in a change of emphasis from "techniques of presenting content" to "directing the learning of the child." Section I of this yearbook presents two chapters which outline the general nature of learning and the motivational basis of learning. These two chapters provide a frame of reference within which fall the more specific types of learning described in Section II. Section II exemplifies a somewhat different approach to learning problems than is usually presented. The general title of the section, "How Children Learn in the School Environment," states the central problem. Children in the elementary- and high-school grades learn a variety of behavioral patterns. This section organizes these products of learning in terms which, while not necessarily mutually exclusive, are descriptive of a variety of generalized products. These are (a) motor types of activity, (b) information, concepts, and principles, (c) interests, motives, and attitudes, (d) social, emotional, and personal adjustment, (e) aesthetic types of behavior, and (f) principles and techniques of problem-solving. The authors of this section have, through principles and illustrations, shown how children acquire the types of behavior subsumed under the six categories just listed. An explicit statement which is descriptive of the type of behavior under discussion is an important feature of each of these chapters. Particular problems which school personnel face in providing for each of these desired types of behavior are also discussed. The implications of these discussions for improved instruction are treated in Section III of the yearbook. Section IV includes a summary of the preceding chapters and a redefinition of method in the school. It presents and defends the point of view that the classroom must cease to be a lesson-hearing room and must become a learning laboratory"--Introduction. (PsycINFO Database Record (c) 2009 APA, all rights reserved). |
| Reproduction |
Electronic reproduction. Washington, D.C. : American Psychological Association, 2009. Available via World Wide Web. Access limited by licensing agreement. |
| Note |
GMD: electronic resource. |
| Subject |
Learning, Psychology of.
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Learning.
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Learning, Psychology of. (OCoLC)fst00995009
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| Added Author |
Henry, Nelson B. (Nelson Bollinger), Jr., 1883-1969, editor.
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| Other Form: |
Original (DLC) 50014227 |
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