Disciplinary Intuitions Design Learning (28 results)

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Taschenbuch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world 'works', but we would not necessarily have been able to explain these 'workings'. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Taschenbuch. Condition: Neu. Disciplinary Intuitions and the Design of Learning Environments | Kenneth Y. T. Lim | Taschenbuch | xxiii | Englisch | 2016 | Springer | EAN 9789811011689 | Verantwortliche Person für die EU: Springer Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg, juergen[dot]hartmann[at]springer[dot]com | Anbieter: preigu.

Buch. Condition: Neu. Druck auf Anfrage Neuware - Printed after ordering - As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world 'works', but we would not necessarily have been able to explain these 'workings'. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Condition: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

Condition: Sehr gut. Zustand: Sehr gut | Sprache: Englisch | Produktart: Bücher | As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.

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Taschenbuch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world 'works', but we would not necessarily have been able to explain these 'workings'. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design. 228 pp. Englisch.

Buch. Condition: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world 'works', but we would not necessarily have been able to explain these 'workings'. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how - because these lived experiences are as tacit as they are diverse - designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design. 228 pp. Englisch.

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Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Introduces the concept of disciplinary intuitions, and foregrounds the tacit proto-understandings and sensings as distinct from prior knowledgeExplores the design of curricula and technology-augmented learning environments for more enduring unders.

Gebunden. Condition: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Introduces the concept of disciplinary intuitions, and foregrounds the tacit proto-understandings and sensings as distinct from prior knowledgeExplores the design of curricula and technology-augmented learning environments for more enduring unders.

Taschenbuch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 228 pp. Englisch.

Buch. Condition: Neu. This item is printed on demand - Print on Demand Titel. Neuware -As children, we would have spilt glasses of milk, dropped things, and broken things. As children, therefore, we would have developed intuitions about how the world ¿works¿, but we would not necessarily have been able to explain these ¿workings¿. It would only have been till we entered formal schooling that we would have learned codifications of canon within each respective discipline, and consequently how to articulate the canon to explain the intuition.The preceding example was from the natural sciences, but one could just have easily taken an example from, say, the environmental sciences or from the social sciences. Indeed, much of this book does just that, as it seeks to chart the territory of a new theory of learning around Disciplinary Intuitions.Many of the chapters within draw frequent and explicit linkages to curriculum design, from the premise of the need to go beyond addressing the conceptions of learners, to seeking to understand the substrate upon which these conceptions are founded. The argument is made that this substrate comprises the particular set of lived experiences of each learner, and how ¿ because these lived experiences are as tacit as they are diverse ¿ designing curriculum around misconceptions and preconceptions alone would not lead to enduring understanding from first principles. From this perspective, Disciplinary Intuitions constitute an exciting field at the nexus of learning theories and curriculum design.Springer-Verlag KG, Sachsenplatz 4-6, 1201 Wien 228 pp. Englisch.