 | Louise Stoll, Dean Fink, Lorna Maxine Earl - 2003 - 246 頁
...Start ivith zvhat they believe to be true Pupils come to classrooms with preconceptions about the way the world works. If their initial understanding is not engaged, they may fail to grasp new concepts and information or may memorise material for the immediate purposes (eg, the test) but... | |
 | Rodger W. Bybee - 2002 - 168 頁
...an exhaustive study of the research. The following statements capture the essence of these findings: 1. Students come to the classroom with preconceptions about how the world works. These preconceptions shape how new learning is assimilated. 2. To develop competence in an area of... | |
 | Douglas Llewellyn - 2005 - 233 頁
...the phenomena being studied. According to the National Research Council (2000b), "students come into the classroom with preconceptions about how the world...and information that are taught, or they may learn for the purposes of a test but revert to their preconceptions outside the classroom" (p. 14). This... | |
 | Lorna M. Earl - 2003 - 162 頁
...Start With What Students Believe to Be True Students come to school with preconceptions about the way the world works. If their initial understanding is not engaged, they may fail to grasp new concepts and information or may memorize material for the immediate purposes (eg, the test) but... | |
 | Jack Rhoton - 2006 - 370 頁
...highlighted three that have a solid research base and have particular relevance to education, namely, 1. Students come to the classroom with preconceptions...understanding is not engaged, they may fail to grasp new concepts and information presented in the classroom, or they may learn them for purposes of a test... | |
 | David Ellerman - 2005 - 358 頁
...appropriation of knowledge. In a recent metastudy on learning research, one of the main findings was that Students come to the classroom with preconceptions...concepts and information that are taught, or they may leam them for purposes of a test but revert to their preconceptions outside the classroom. (Donovan... | |
 | Rowena Douglas - 2006 - 458 頁
...are reinforced by Donovan and Bransford (2005) in How Students Learn: Science in the Classroom: (I) Students come to the classroom with preconceptions...may fail to grasp the new concepts and information, or they may learn them for the purposes of a test but revert to their preconceptions outside the classroom.... | |
 | R. Keith Sawyer - 2005
...the need for teachers to understand how individual students think about the phenomenon being studied: Students come to the classroom with preconceptions...understanding is not engaged, they may fail to grasp new concepts and information presented in the classroom, or they may learn them for purposes of a test... | |
 | Grant P. Wiggins, Jay McTighe - 2005 - 383 頁
...Three findings form the basis of that book: 1. Students come to the classroom with preconceptions. If their initial understanding is not engaged, they...may fail to grasp the new concepts and information. 2. To develop competence in an area of inquiry, students must (a) have a deep foundation of factual... | |
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These three core findings are: 1) students come to the classroom with preconceptions about how the world works; if their initial understanding is not engaged, they may fail to grasp the new concepts and information... 