A Teacher's Guide to the Psychology of Learning - Hardcover

Howe, Michael J. A.

9780631212263: A Teacher's Guide to the Psychology of Learning

Hardcover

ISBN 10: 0631212264 ISBN 13: 9780631212263

Verlag: Blackwell Publishers, 1999

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Of all topics within the psychology of education, learning is one of the most crucial. Yet in terms of practical texts likely to be of use to students and teachers, it is one of the most neglected. This book is a short, down-to-earth account of how children learn the knowledge and skills they acquire at school. Though it does not show teachers how to teach, it gives a highly practical account of learning, remembering and related processes.The first edition of this book was one of the first to present the ideas of the psychology of learning in an integrated text. This fully revised edition includes the psychological research into children's learning and intelligence which has taken place over the past decade. The book is illustrated with non-country specific examples allowing course use around the world. A Teacher's Guide to the Psychology of Learning is invaluable for students of psychology and education and for those training and working as teachers.

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�ber die Autorin bzw. den Autor

Michael Howe is Professor of Psychology at Exeter University. He is the author of many books (both trade and academic) and is a well-known expert on child geniuses.

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This is the second edition of a highly successful book which presents a short, down-to-earth account of how children learn and of the kinds of knowledge and skills they acquire at school. Though it does not show teachers how to teach, it gives a highly practical account of learning, remembering and related processes.

In common with the first edition, A Teacher s Guide to the Psychology of Learning draws upon the contribution of modern cognitive psychology to increase out understanding of those kinds of learning that are needed for making progress in the classroom.

Together with substantial revisions, this updated edition includes a number of new chapters reflecting the increasing interest in human learning an knowledge acquisition.

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