How Students Come to Be, Know, and Do: A Case for a Broad View of Learning (Learning in Doing: Social, Cognitive and Computational Perspectives) Review

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How Students Come to Be, Know, and Do: A Case for a Broad View of Learning (Learning in Doing: Social, Cognitive and Computational Perspectives) ReviewHerrenkohl and Mertl present a study that documents and describes the learning process in a science class of 4th graders. Teacher and students are engaged in what it means to think like a scientist by adopting and implementing a set of practices including procedural roles, reporter scribe, and intellectual audience roles. These scholars analysis is complex in that they highlight nuances that often get ignored in research reporting. For example, on page 49, Herrenkohl is reflecting with the teacher and the teacher states, "She [the teacher] explicitly commented that much of what was going to be possible depended on how this student saw himself as a person. And, changing that meant something much bigger than changing his way of thinking. But, if it succeeded, then it would give him tools to participate in a new and confident way with peers in the classroom." Herrenkohl and Mertl bring out the connections between being, learning, and doing. A good read for any science or math educator.How Students Come to Be, Know, and Do: A Case for a Broad View of Learning (Learning in Doing: Social, Cognitive and Computational Perspectives) OverviewStudies of learning are too frequently conceptualized only in terms of knowledge development. Yet it is vital to pay close attention to the social and emotional aspects of learning in order to understand why and how it occurs. How Students Come to Be, Know, and Do builds a theoretical argument for and a methodological approach to studying learning in a holistic way. The authors provide examples of urban fourth graders from diverse cultural and linguistic backgrounds studying science as a way to illustrate how this model contributes to a more complete and complex understanding of learning in school settings. What makes this book unique is its insistence that to fully understand human learning we have to consider the affective-volitional processes of learning along with the more familiar emphasis on knowledge and skills. Developing interest, persisting in the face of difficulty, actively listening to others' ideas, accepting and responding to feedback, and challenging ideas are crucial dimensions of students' experiences that are often ignored.

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