INRODUCTION

How Students Learn: History, Mathematics, and Science in the Classroom is the
title of a 2001 educational psychology book edited by M. Suzanne Donovan and
John D. Bransford and published by the United States National Academy of
Science's National Academies Press.
 The book focuses on "three fundamental and well-established principles of
learning that are highlighted in How People Learn and are particularly important
for teachers to understand and be able to incorporate in their teaching:

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, or they may learn them for purposes of a test but
revert to their preconceptions outside the classroom.

To develop competence in an area of inquiry, students must

(a) have a deep foundation of factual knowledge,
(b) understand the facts and ideas in the context of a conceptual framework, and
(c) organize knowledge in ways that facilitate retrieval and application.

"A 'metacognitive' approach to instruction can help students learn to take control
of their own learning by defining learning goals and monitoring their progress in
achieving them.

CAST
The cast of the book "How Students Learn: Science in the Classroom" edited by M.
Suzanne Donovan and John D. Bransford in 2005 includes:
John D. Bransford (Chair), College of Education, University of Washington
Susan Carey, Department of Psychology, Harvard University
Kieran Egan, Department of Education, Simon Fraser University, Burnaby, Canada
Suzanne Wilson, School of Education, Michigan State University
Samuel S. Wineburg, Department of Education, Stanford University
M. Suzanne Donovan, Study Director
Susan R. McCutchen, Research Associate
Allison E. Shoup, Senior Project Assistant
Elizabeth B. Townsend, Senior Project Assistant
These individuals were part of the project and contributed to the development of
the book "How Students Learn: Science in the Classroom"

THEME
The theme of the book "How Students Learn: Science in the Classroom" edited by
M. Suzanne Donovan and John D. Bransford in 2005 focuses on three fundamental
principles of learning. These principles emphasize the importance of engaging
students' preconceptions, building a strong foundation of factual knowledge
within a conceptual framework, and promoting a metacognitive approach to
instruction. The book aims to help teachers understand these principles to
enhance their teaching effectiveness and students' learning outcomes.

AUTHOR
The book "How Students Learn: History, Mathematics, and Science in the
Classroom" was edited by M. Suzanne Donovan and John D. Bransford. It was
published in 2005 by the United States National Academy of Science's National
Academies Press. The book focuses on fundamental principles of learning,
emphasizing the importance of engaging students' preconceptions, building a
deep factual knowledge foundation, understanding concepts in a framework, and
promoting a metacognitive approach to learning. Donovan and Bransford, as
editors, compiled contributions from various educators and researchers to provide
insights into effective teaching practices across different disciplines.

SUMMARY
The book "How Students Learn: Science in the Classroom" by Donovan, M.S. and
Bransford, J.D. (Eds.) in 2005 builds on the principles of learning detailed in the
best-selling "How People Learn." It provides insights for teachers to enhance their
classroom effectiveness by applying learning principles at elementary, middle, and
high school levels. The book features successful teaching strategies, curriculum
development models, and classroom activities to promote a deeper
understanding of scientific principles through straightforward experiments. It
emphasizes engaging students' preconceptions, building factual knowledge,
understanding concepts in context, and organizing knowledge for retrieval and
application. The volume underscores the importance of self-monitoring and
metacognitive approaches in fostering effective learning experiences for students.

DISCUSSION IN GROUP
In the book "How Students Learn: History, Mathematics, and Science in the
Classroom" by Donovan, M.S. and Bransford, J.D. (2005), the authors discuss how
students can effectively learn through group discussions.

The book emphasizes that group discussions provide an opportunity for students
to actively construct knowledge by engaging in meaningful conversations with
their peers. When students participate in discussions, they are exposed to
different perspectives, ideas, and interpretations, which can deepen their
understanding of the subject matter.

One key aspect highlighted in the book is the importance of creating an inclusive
and collaborative learning environment during group discussions. By fostering an
atmosphere of respect and active listening, students feel more comfortable
expressing their thoughts and actively participating in the discussion.

The authors also suggest that teachers can facilitate effective group discussions by
providing clear guidelines and prompts, encouraging students to support their
ideas with evidence, and guiding the conversation to ensure that it stays focused
and productive.
Through group discussions, students can develop critical thinking skills, improve
their communication and listening skills, and learn from their peers. These
discussions also help students to make connections between different concepts
and apply their knowledge in real-world contexts.

It is important for teachers to actively monitor and assess student participation

and engagement during group discussions to ensure that every student is involved
and learning effectively.

EDUCATIONAL IMPLICATION
The book "How Students Learn: History, Mathematics, and Science in the
Classroom" by Donovan, M. S., and Bransford, J. D. published in 2005, offers
valuable educational implications for teachers and educators. Some of the key
educational implications highlighted in the book are:

1. Active Learning: Students learn best when they actively engage in the learning
process. Teachers should incorporate hands-on activities, discussions, and
experiments to promote active learning and enhance student understanding.

2. Prior Knowledge: Students construct new knowledge based on their existing

knowledge and experiences. Teachers should assess students' prior knowledge
and build upon it to facilitate effective learning.

3. Conceptual Understanding: Rather than focusing solely on memorization,

emphasis should be placed on developing students' deep conceptual
understanding. Teachers should provide meaningful and relevant contexts for
learning to help students connect new information to their prior knowledge.
4. Metacognition: Developing students' metacognitive skills is crucial for effective
learning. Teachers should encourage students to reflect on their learning, monitor
their understanding, and employ appropriate learning strategies.

5. Collaboration: Collaborative learning environments promote student

engagement and enhance learning outcomes. Teachers should create
opportunities for students to work in groups, solve problems together, and engage
in peer discussions.

6. Assessment: Formative assessments should be used to monitor student

progress, identify misconceptions, and inform instructional decisions. Teachers
should provide timely feedback and create opportunities for students to revise
and improve their work.

7. Technology Integration: Appropriately integrating technology in the classroom

can enhance student engagement and provide access to a wide range of resources
and tools. Teachers should leverage technology to support various learning
objectives and promote interactive learning experiences.

These educational implications provide valuable guidance for educators to create

effective learning environments and facilitate meaningful learning experiences for
students.

MY EXPERIENCE
The book is a comprehensive exploration of the current understanding of learning
and teaching. The authors have synthesized research from various fields, including
cognitive, developmental, and neuroscience to present a detailed picture of how
students learn and how teachers can help them learn more effectively.
The book contains critical insights into learning theories and teaching strategies
that can benefit educators in a wide range of contexts. It also highlights the
importance of creating a supportive and engaging learning environment that
encourages students to take an active role in their learning.

Overall, "How Students Learn" by Donovan and Bransford is an excellent resource

for educators who are interested in understanding the science of learning to
create effective teaching strategies that can enhance student outcomes.

CONCLUSION
The book "How Students Learn: History, Mathematics, and Science in the
Classroom" by Donovan, M. S., and Bransford, J. D. published in 2005, provides
insights into the learning process and highlights best practices for teachers to
improve student outcomes. The conclusion of the book emphasizes the
importance of developing students' metacognitive skills, such as self-reflection,
awareness of learning strategies, and knowledge of one's own strengths and
weaknesses, to ensure deep and meaningful learning. Additionally, the conclusion
highlights the need for teachers to provide students with opportunities to engage
in active and collaborative learning experiences and to use formative assessments
as a tool for monitoring student progress and adjusting instruction accordingly.
Overall, the conclusion of the book emphasizes the critical role of teachers in
facilitating effective learning and provides practical recommendations for
improving student outcomes.

REFLECTION
From reading this article I gained much insight on knowledge I need to know as a
future teacher and a student myself. One thing from this article that stuck with me
were the three principles of learning that are crucial for teachers to know:
background knowledge, organization of factual information, and metacognition.
 The first principle of learning means that new understandings are
constructed on a foundation of existing understanding and experiences (Donovan
& Bransford, 2005). Having background knowledge helps shape how a child makes
sense of what is being taught. This is important to know as a teacher because a
teacher may have some students that come with various types of experiences and
students who do not. For example, a student who has traveled outside the state
or country might have a better understanding of geography than a student who
has never traveled outside their city. I believe if a teacher comes across a student
with a barrier of connecting new knowledge with past experiences, there is still a
way to make learning meaningful to that student.
The second principle for learning is the ability to sort factual information in
an organized way. A teacher can overload students with factual information, but if
the students can-not arrange and sort these facts in way that can be retainable
way in the future, is that learning? This is important to know as a teacher for
planning instruction. A lesson must include factual information, but it should be in
a way students can easily organize it in their brain and ultimately learn.
In my opinion, the third principle is most crucial. Metacognition help
students become effective learners. This means the students have the ability to
take control of their own learning, define their own learning goals, and monitor
their progress with those goals (Donovan & Bransford, 2005). The ideal classroom
should be modeled by this concept. Students should be in charge of their own
learning. Self-monitoring can be as simple as having students self-assess their
understanding at the end of a lesson or the students facilitating their own class
collaboration with in depth discussions. This is crucial to be aware of for
instructional planning because time should be set aside for students to have the
opportunity to self-monitor their progress, growth, and understanding.