How Humans Learn: The Science and Stories behind Effective College Teaching (Teaching and Learning in Higher Education)

Eyler, Joshua R.

ISBN 10: 1946684643 / ISBN 13: 9781946684646

Verlag: West Virginia University Press, 2018

Beschreibung

This copy is clean and unmarked in very good condition. First edition. 281 pages.

Bestandsnummer des Verkäufers 014740

Bibliografische Details

• Titel: How Humans Learn: The Science and Stories behind Effective College Teaching (Teaching and Learning in Higher Education)
• Verlag: West Virginia University Press
• Erscheinungsjahr: 2018
• Sprache: Englisch
• ISBN-10: 1946684643
• ISBN-13: 9781946684646
• Einband: Soft cover
• Auflage: 1st Edition
• Zustand: Very Good
• Zustand des Schutzumschlags: No Dust Jacket

Über diesen Titel

Inhaltsangabe

Even on good days, teaching is a challenging profession. One way to make the job of college instructors easier, however, is to know more about the ways students learn. How Humans Learn aims to do just that by peering behind the curtain and surveying research in fields as diverse as developmental psychology, anthropology, and cognitive neuroscience for insight into the science behind learning.

The result is a story that ranges from investigations of the evolutionary record to studies of infants discovering the world for the first time, and from a look into how our brains respond to fear to a reckoning with the importance of gestures and language. Joshua R. Eyler identifies five broad themes running through recent scientific inquiry—curiosity, sociality, emotion, authenticity, and failure—devoting a chapter to each and providing practical takeaways for busy teachers. He also interviews and observes college instructors across the country, placing theoretical insight in dialogue with classroom experience.

Über die Autorin bzw. den Autor

Joshua Eyler is the director of the Center for Teaching Excellence and adjunct associate professor of humanities at Rice University. He has a PhD in medieval studies from the University of Connecticut and has published on a range of topics, including evidence-based pedagogy, technology in the classroom, and disability studies.