18 de Enero de 2018
Portal Educativo de las Américas
 Imprima esta Página  Envie esta Página por Correo  Califique esta Página  Agregar a mis Contenidos  Página Principal 
¿Nuevo Usuario? - ¿Olvidó su Clave? - Usuario Registrado:     


Colección: La Educación
Número: (115) II
Año: 1993


2. John T. BRUER. Schools for Thought. A Science of Learning in the Classroom. Cambridge: Massachussetts Institute of Technology Press, 1993, x, 324 p., notes, figures, bibliography, index. Cloth: $29.95.

Cognitive science is commonly recognized as one of the most promising approaches in the field of learning theories. Created by a joint effort of scientists conducting research in the fields of information, learning, psychology and computer science, cognitive science can be considered as one of the most scientific approaches to learning. In fact, cognitive science considers learning as a phenomenon of interest in any information system, including the brain which can be considered as a biological computer. The approach has allowed scientists to conceptualize learning from a common perspective, useful not only to explain the process of acquiring knowledge in humans, but also to apply computational techniques to assess the nature and possible control of such a process.

Schools for Thought is perhaps the most complete account of the application of cognitive science to education. Dr. Bruer analyzes in detail the application of the main findings of cognitive science to specific learning processes such as: elementary math and physics, reading and writing, and even teaching. The book is a necessary reference for anyone interested in the most recent developments of cognitive theory applied to learning in educational contexts. It presents a diversity of specific examples of research and development projects being conducted under the orientation of the cognitive science concepts. The work of Dr. Bruer is especially suitable as a guideline for teachers and researchers interested in developing reading and writing skills as learning processes.  It is of special interest to consider the practical approach adopted by Dr.  Bruer in introducing concepts that in other publications are frequently presented in an obscure language.  The reading of Dr. Bruer’s work should be recommended to anyone interested in educational innovation.   Moreover,  it is of interest for those concerned with quality of education from the perspective of learning improvement.

Leonel Zúñiga M.