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Understanding and Teaching the Intuitive Mind - Student and Teacher Learning (Paperback)
Loot Price: R1,509
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Understanding and Teaching the Intuitive Mind - Student and Teacher Learning (Paperback)
Series: Educational Psychology Series
Expected to ship within 12 - 17 working days
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The intuitive mind is a powerful force in the classroom and often
an undetected one. Intuitive conceptions--knowledge or
knowledge-structures that individuals acquire and use largely
without conscious reflection or explicit instruction--sometimes
work to facilitate learning in the classroom and other contexts.
But learning may also be impeded by intuitive conceptions, and they
can be difficult to dislodge as needed. The literatures in
psychology and education include a large and diverse body of theory
and research on intuitive conceptions, but this work is limited in
some respects. This volume contributes in four ways to overcome
these limitations. Understanding and Teaching the Intuitive Mind:
Student and Teacher Learning: * pulls together diverse theoretical
and methodological approaches to the origin, structure, function,
and development of intuitive conceptions; * explores a diversity of
academic disciplines--paying equal attention not only to
mathematics and science, the fields in which intuitive concepts
have been studied most extensively, but also to the social
sciences, arts, and humanities; * explicitly links theory and
research to educational implications and classroom applications;
and * focuses not only on students' intuitive conceptions but also
on teachers' intuitive beliefs about learning and teaching.
Although the viewpoints of the contributors are diverse, they share
the belief that educational practices have much to gain by
systematic studies of the intuitive learner and teacher. This
volume offers state-of-the-art, research-based information and
support for psychologists, teacher educators, educational
administrators, teachers, prospective teachers, and others who seek
to develop educational practices that are cognizant of (and
responsive to) the intuitive conceptions of students and teachers.
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