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Acknowledgements | |
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Applying What We Know in Our Schools: A New Theory of Learning | |
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What Most Students Can Do Is No Longer Enough | |
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New Expectations | |
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A Science of Mind: The MIT Meeting | |
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The Revolution Becomes a Discipline | |
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Cognitive Bottlenecks and High-Order Skills | |
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Knowing Why | |
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The Science of Mind: Analyzing Tasks, Behaviors, and Representations | |
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A Balance-Scale Problem | |
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The Human Computer and How It Works | |
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Processing and Storing Symbols: Human Memory Structures | |
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Problems and Representations | |
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Analyzing the Task | |
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Analyzing the Balance-Scale Task | |
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Finding Out What Children Know | |
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Experts and Response-Time Studies | |
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The Balance Scale and Learning | |
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Protocol Analysis, Encoding, and Representations | |
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From Rule III to Rule IV | |
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Cognitive Research and Effective Instruction | |
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Intelligent Novices: Knowing How to Learn | |
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Transfer | |
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Formal Disciplines and Mental Fitness | |
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Elements, Productions, and Transfer | |
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General Methods and Intelligent Behavior | |
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Experts' Domain-Specific Knowledge | |
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Weak Methods in the Schools | |
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Metacognition | |
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Metacognition and Intelligent Novices | |
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Metacognition and Education | |
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The Final Element: General Skills Again | |
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The New Synthesis and the Teaching of High-Order Skills | |
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Mathematics: Making It Meaningful | |
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Preschool Children and Number | |
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The Mental Number Line: The Heart of Math Readiness | |
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The Readiness Module | |
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Knowing Your Places: Learning Multi-Digit Arithmetic | |
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Buggy Arithmetic | |
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Marrying Concepts to Procedures | |
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The Bug Picture | |
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Word Problems: The Black Hole of Middle School Math | |
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The Adventures of Jasper Woodbury: Invitations to Thinking | |
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Jasper's Theoretical Basis: Representations and Inert Knowledge | |
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Theory into Prototype | |
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Jasper's Debut | |
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The Jasper Implementation Network | |
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Geometry Proof Tutor: An Underground Classic | |
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The Sorry State of Geometry | |
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The Expert Model | |
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The Tutor | |
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The Interface | |
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GPTutor in the Classroom | |
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From Theory to Practice to Theory | |
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Science: Inside the Black Box | |
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Inside the Black Box | |
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Misconceptions and Cognitive Development | |
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The Jumping-Off Point | |
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Expert vs. Novice Physicists | |
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Problem-Solving Behavior | |
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Schemas | |
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Schemas and Problem Solving | |
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ThinkerTools: Physics in Middle School | |
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Designing ThinkerTools | |
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Motion in One Direction | |
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Motion in Two Dimensions | |
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Continuous Forces and Gravity | |
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Analyzing Trajectories | |
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The Theory of Instruction: Using the Microworlds | |
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ThinkerTools in the Schools | |
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High School Physics from a Cognitive Perspective | |
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Facets | |
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Benchmark Lessons: What Are Your Ideas Right Now? | |
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Don't Feel Dumb! | |
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Does It Work? Why? | |
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Teaching for Understanding | |
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Reading: Seeing the Big Picture | |
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Cognitive Models of Skilled Reading | |
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One Loop Through the Cycle | |
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Cognitive Models and Reading Instruction | |
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Explaining the Whys | |
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Word Recognition: Accuracy Plus Speed | |
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Automaticity and the Great Debate | |
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Improving Linguistic Knowledge: Rich Vocabulary Instruction | |
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Background Knowledge in Learning to Read | |
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Background Knowledge in Reading to Learn | |
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The Big Picture: Reciprocal Teaching, Metacognition, and Reading | |
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Into the Classroom | |
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Writing: Transforming Knowledge | |
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Writing: Solving Ill-Defined Problems | |
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Studying the Process: A Cognitive Model of Writing | |
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Planning and Its Subprocesses | |
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Expert, Novice, and Student Writers | |
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From Cognitive Process to Cognitive Rhetoric | |
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Constructive Planning: Building Rhetorical Representations | |
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Knowledge Telling versus Knowledge Transforming | |
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Tanya Again | |
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Writing in the Culture of School | |
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Collaborative Planning: Making Thinking Visible | |
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CSILE on Huron Street | |
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Student from a traditional classroom: | |
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CSILE Student: | |
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Testing, Trying, and Teaching | |
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Cognition and Testing: From Correlations to Causes | |
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The Traditional Theory of Testing | |
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A Cognitive Theory of Learning Assessment | |
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Intelligence and Assessment: Beyond IQ | |
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Dynamic Assessment: Helping Weak Learners | |
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Motivation: Thriving versus Withering | |
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Motivation and Classroom Practices | |
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Teacher Cognition: What Does Nancy Know? | |
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The Missing Research Program | |
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Teaching and Knowledge Transforming | |
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Changing Our Representations: Thinking of Education in New Ways | |
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A Science of Learning in the Classroom | |
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Representations of Research | |
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Solving an Ill-Structured Problem | |
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Knowing Why | |
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Suggested Reading | |
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Notes | |
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Bibliography | |
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Index | |