Cómo se aprende: entre cognición, construcción y metacognición
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2011-01-01
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Resumen
Los nuevos desafíos con los cuales el sistema de instrucción y formación tiene que enfrentarse como consecuencia del cambio y de la complejidad de la sociedad actual, ponen de manifiesto temáticas correlacionadas con: a. Los significados de la educación y de la formación moderna; b. El desarrollo del capital humano y social; c. El desarrollo de todas las inteligencias y de hábitos mentales complejos; d. La construcción de unos contextos generativos del aprendizaje.
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Referencias
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• BEREITER C.: A dispositional view of transfer. En McKeough – Lupart – Marini (a cura de) Teaching for transfer. Mahwah: Erlbaum. 1995
• BLYTHE, T.: (a cura de) The Teaching for Understanding guide. San Francisco: Jossey-Bass, 1998
• BOSCOLO, P.: Psicologia dell’apprendimento scolastico. Torino: Utet, 1997. nuova edizione 2006
• BOSCOLO, P.: Apprendimento in Cerini G., Spinosi M. (a cura de) Voci della Scuola 2002, Napoli:Tecnodid. 2001. p.11.
• BRANSFORD, J.D., A. Brown, R.Cocking: How people learn. Brain, mind, experience and school. Washington: National Accademy Press. 2000
• BROOK, J. G. y M. Brooks: The case for constructivist classrooms, Alexandria: ASCD. 1999
• BROWN, A.: Knowing when, where, and how remember. A problem of metacognition, in Glaser R. (a cura di) Advances in instructional psychology, vol. I, Hillsdale: Erlbaum. 1978
• BRUNER, J.: La cultura del l’educazione. Milano: Feltrinelli. 1997. (The Culture of Education, Cambridge, Mass.: Harvard University Press. 224 +xvi pp.)
• CAMPIONE, J.C., A. Brown y N. R. Bryant N.R.: Individual differences I learning and memory. In Sternberg R.J. (a cura de) Human abilities. San Francisco: Freeman. 1985
• CAMPIONE, J.C., A. Brown y R. A. Ferrara: Mental retardation and intelligences, in Sternberg R.J. (a cura de) Handbook of human intelligence. Cambridge: Cambridge University Press. 1982
• Commissione Europea, Competenze chiave perl’apprendimento permanente, Bruxelles: UE. 2006
• CORONOLDI, C.: Stili di insegnamento, stili di apprendimento e handicap. Bergamo: Juvenilia. 1991
• CORNOLDI, C.: Metacognizione e apprendimento. Bologna: Il Mulino, 1995
• DARLING-HAMMOND, L. y J. D. Bransford:Preparing teachers for a chancing world. San Francisco: Jossey-Bass. 2005
• DONOVAN, S. y J. D. Bransford: How student learn. History, mathematics, and science in the classroom. Washington: National Academy Press. 2005
• DONOVAN y Bransford Pellegrino: How People Learn Bridging Research and Practice. Washington: National Research Council. 2004
• EISNER, E.: Preparing for today and tomorrow, Educational Leadership, 61, 4, pp. 6-10. 2003
• ELLERANI, P.: Il cooperative learning. Napoli: Tecnodid. 2003
• FRABBONI, F.:Società della conoscenza e Scuola.Trento: Erickson, pp. 87-97. 2005
• FLAVELL, J.H.: Metacognitive aspects of problem solving. En Resnick L.B. (a cura de) The nature of intelligence. Hillsdale: Erlbaum. 1976
• FRANTA, H. Y A. R. Colasanti A.R.: L’arte dell’incoraggiamento. Firenze: La Nuova Italia. 1991
• GARDNER H.: Frames of mind. The theory of multiple intelligences. New York: Basic Books, 1983
• JONASSEN, H.J. y B. L. Grabowski:Handbook of individual difference, learning and instruction. Hillsdale: Erlbaum. 1993
• MC TIGHE, J. y G. Wiggins: Understanding by design. Alexandria: ASCD, 1998
• MARZANO, R. J.: What works in schools. Translating research into action. Alexandria: ASCD, 2003
• MESSICK, S.: The nature of cognitive styles, problems and promises in educational practice. Educational Psychologist, 29, pp. 59-74. 1984
• PELLERY, M.: Le competenze individuali e il portfolio. Firenze: La Nuova Italia. 2004
• PERKINS, D.: Schools: From Training Memories to Educating Minds. New York: Free Press. 1992
• PERKINS, D.: The many face of Constructivism. Educational Leadership 57, 3, pp. 6-11. 1999
• PERKINS, D.: Knowledge alive, Educational Leadership 62, 1, pp. 14-18. 2004
• PIAGET, J.: L’equilibrio delle strutture cognitive. Problema centrale dello sviluppo. Torino: Borighieri. 1981 (ed. francese 1975)
• RESNICK, L.B. y Nelson LeGall S.: Socialising intelligences, in Smith L., Dockrell, Tomlinson P., Piaget, Vygotskij and beyond: future issues for developmental psychology and education, London: Routledge, pp. 145-158. 1998
• STERNBERG, H. y I. Q. Beyond:Toward a triarchic theory of intelligence, Cambridge: Cambridge University Press, 1985.
• STIPECK, D.: Engaging Schools: Fostering High School Students’ Motivation to Learn, Washington: National Academy Press. 2003
• STONE WISKE, M. (a cura di): Teaching for Understanding. San Francisco: Jossey-Bass, 1998
• VARISCO, B. M.: Costruttivismo socio-culturale. Roma: Carocci. 2002
• VYGOTSKIJ, L.S.: Pensiero e linguaggio. Firenze: Universitaria Barbera. 1962
• BEREITER C.: A dispositional view of transfer. En McKeough – Lupart – Marini (a cura de) Teaching for transfer. Mahwah: Erlbaum. 1995
• BLYTHE, T.: (a cura de) The Teaching for Understanding guide. San Francisco: Jossey-Bass, 1998
• BOSCOLO, P.: Psicologia dell’apprendimento scolastico. Torino: Utet, 1997. nuova edizione 2006
• BOSCOLO, P.: Apprendimento in Cerini G., Spinosi M. (a cura de) Voci della Scuola 2002, Napoli:Tecnodid. 2001. p.11.
• BRANSFORD, J.D., A. Brown, R.Cocking: How people learn. Brain, mind, experience and school. Washington: National Accademy Press. 2000
• BROOK, J. G. y M. Brooks: The case for constructivist classrooms, Alexandria: ASCD. 1999
• BROWN, A.: Knowing when, where, and how remember. A problem of metacognition, in Glaser R. (a cura di) Advances in instructional psychology, vol. I, Hillsdale: Erlbaum. 1978
• BRUNER, J.: La cultura del l’educazione. Milano: Feltrinelli. 1997. (The Culture of Education, Cambridge, Mass.: Harvard University Press. 224 +xvi pp.)
• CAMPIONE, J.C., A. Brown y N. R. Bryant N.R.: Individual differences I learning and memory. In Sternberg R.J. (a cura de) Human abilities. San Francisco: Freeman. 1985
• CAMPIONE, J.C., A. Brown y R. A. Ferrara: Mental retardation and intelligences, in Sternberg R.J. (a cura de) Handbook of human intelligence. Cambridge: Cambridge University Press. 1982
• Commissione Europea, Competenze chiave perl’apprendimento permanente, Bruxelles: UE. 2006
• CORONOLDI, C.: Stili di insegnamento, stili di apprendimento e handicap. Bergamo: Juvenilia. 1991
• CORNOLDI, C.: Metacognizione e apprendimento. Bologna: Il Mulino, 1995
• DARLING-HAMMOND, L. y J. D. Bransford:Preparing teachers for a chancing world. San Francisco: Jossey-Bass. 2005
• DONOVAN, S. y J. D. Bransford: How student learn. History, mathematics, and science in the classroom. Washington: National Academy Press. 2005
• DONOVAN y Bransford Pellegrino: How People Learn Bridging Research and Practice. Washington: National Research Council. 2004
• EISNER, E.: Preparing for today and tomorrow, Educational Leadership, 61, 4, pp. 6-10. 2003
• ELLERANI, P.: Il cooperative learning. Napoli: Tecnodid. 2003
• FRABBONI, F.:Società della conoscenza e Scuola.Trento: Erickson, pp. 87-97. 2005
• FLAVELL, J.H.: Metacognitive aspects of problem solving. En Resnick L.B. (a cura de) The nature of intelligence. Hillsdale: Erlbaum. 1976
• FRANTA, H. Y A. R. Colasanti A.R.: L’arte dell’incoraggiamento. Firenze: La Nuova Italia. 1991
• GARDNER H.: Frames of mind. The theory of multiple intelligences. New York: Basic Books, 1983
• JONASSEN, H.J. y B. L. Grabowski:Handbook of individual difference, learning and instruction. Hillsdale: Erlbaum. 1993
• MC TIGHE, J. y G. Wiggins: Understanding by design. Alexandria: ASCD, 1998
• MARZANO, R. J.: What works in schools. Translating research into action. Alexandria: ASCD, 2003
• MESSICK, S.: The nature of cognitive styles, problems and promises in educational practice. Educational Psychologist, 29, pp. 59-74. 1984
• PELLERY, M.: Le competenze individuali e il portfolio. Firenze: La Nuova Italia. 2004
• PERKINS, D.: Schools: From Training Memories to Educating Minds. New York: Free Press. 1992
• PERKINS, D.: The many face of Constructivism. Educational Leadership 57, 3, pp. 6-11. 1999
• PERKINS, D.: Knowledge alive, Educational Leadership 62, 1, pp. 14-18. 2004
• PIAGET, J.: L’equilibrio delle strutture cognitive. Problema centrale dello sviluppo. Torino: Borighieri. 1981 (ed. francese 1975)
• RESNICK, L.B. y Nelson LeGall S.: Socialising intelligences, in Smith L., Dockrell, Tomlinson P., Piaget, Vygotskij and beyond: future issues for developmental psychology and education, London: Routledge, pp. 145-158. 1998
• STERNBERG, H. y I. Q. Beyond:Toward a triarchic theory of intelligence, Cambridge: Cambridge University Press, 1985.
• STIPECK, D.: Engaging Schools: Fostering High School Students’ Motivation to Learn, Washington: National Academy Press. 2003
• STONE WISKE, M. (a cura di): Teaching for Understanding. San Francisco: Jossey-Bass, 1998
• VARISCO, B. M.: Costruttivismo socio-culturale. Roma: Carocci. 2002
• VYGOTSKIJ, L.S.: Pensiero e linguaggio. Firenze: Universitaria Barbera. 1962