This book addresses core issues related to school learning and the use of developmental/cognitive science models to improve school-based instruction. The contributors comprise a veritable
"who's who" of leading researchers and scientists who are broadly trained in developmental psychology, cognitive science, economics, sociology, statistics, and physical science, and who are
using basic learning theories from their respective disciplines to create better learning environments in school settings.
Developmental Cognitive Science Goes to School:
Presents evidence-based studies that describe models of complex learning within specific subject-area disciplines
Focuses on domain knowledge and how this knowledge is structured in different domains across the curriculum
Gives critical attention to the topic of the ability to overcome errors and misconceptions
Compares instructional models across disciplinary boundaries
Discusses tools that can be used to rapidly code complex real world information within a discipline and within a specific instructional framework
Addresses models that should be used to begin instruction for populations of children who normally fail at schooling
Nancy L. Stein is Professor, Department of Psychology and National Opinion Research Center, University of Chicago.
Stephen W. Raudenbush is Chair, Committee on Education, and Lewis-Sebring Professor, Department of Sociology, University of Chicago.
