|
Showing 1 - 7 of
7 matches in All Departments
Based on extensive reasoning acquisition research, this volume
provides theoretical and empirical considerations of the reasoning
that occurs during the course of everyday personal and professional
activities. Of particular interest is the text's focus on the
question of how such reasoning takes place during school activities
and how students acquire reasoning skills.
Based on extensive reasoning acquisition research, this volume
provides theoretical and empirical considerations of the reasoning
that occurs during the course of everyday personal and professional
activities. Of particular interest is the text's focus on the
question of how such reasoning takes place during school activities
and how students acquire reasoning skills.
First published in 1986. Routledge is an imprint of Taylor &
Francis, an informa company.
As American students confront the multiple challenges of
standardized tests, international comparisons, and drop-out
pressures, educators and policy makers are seeking bold new
teaching approaches with increasing urgency. One such approach--the
introduction of innovative computer technologies into the
classroom--has met with enthusiasm among students and instructors
alike. Software Goes to School brings together leading experts to
offer an in-depth examination of how computer technology can play
an invaluable part in educational efforts through its unique
capacities to support the development of students' understanding of
difficult concepts. Focusing on three broad themes--the nature of
understanding, the potential of technology in the classroom, and
the transformation of educational theory into practice--the
contributors discuss a wealth of subjects central to any efforts
that intend to improve our schools. Topics range from the
difficulties students encounter when learning new ideas (especially
in science and mathematics), to how the right software allows for
hands-on manipulation of abstract concepts, to the social realities
of the educational environment. Lively and engaging, the book is
must reading for students, researchers, and professionals in
educational psychology, developmental psychology, software design,
and for others who hope to see new technologies have a positive
impact on our schools.
Declining test scores, burgeoning drop-out rates, poor showings in
international comparisons-the malaise of public education seems to
grow everyday. In this context, technology has emerged as one of
the hopes of a renewed educational enterprise. Yet modern
information-processing technologies have proved far from a panacea
for the ills of education. Software Goes to School describes why
that is the case in its consideration of three broad themes. The
first part of the book addresses the question of what it means to
understand. What constitutes understanding something? What are our
principle resources in teaching for understanding? The second part
of the book focuses front and centre on what technology can offer
in teaching for understanding. Individual chapters examine how
technologies afford new ways of representing complex concepts and
make available new means by which students can manipulate abstract
entities in a "hands-on" way. The last part of the book discusses
the complexities of realistic educational settings, explores what
happens when technology-based innovations are introduced, and
examines the means by which a pedagogy of understanding can take
root and thrive. Authored by an eminent group of researchers, this
book offers numerous practical guidelines on how computers and
software can work together for the betterment of the teaching
process. Students and professionals in educational psychology,
developmental psychology, and educational computing-as well as
concerned parents-will want to read this stimulating new work.
Is invention really "99 percent perspiration and one percent
inspiration" as Thomas Edison assured us? Inventive Minds assembles
a group of authors well equipped to address this question:
contemporary inventors of important new technologies, historians of
science and industry, and cognitive psychologists interested in the
process of creativity. In telling their stories, the inventors
describe the origins of such remarkable devices as ultrasound, the
electron microscope, and artificial diamonds. The historians help
us look into the minds of innovators like Thomas Edison, Alexander
Graham Bell, Michael Faraday, and the Wright brothers, drawing on
original notebooks and other sources to show how they made their
key discoveries. Finally, cognitive psychologists explore the
mental processes that figure in creative thinking. Contributing to
the authors' insight is their special focus on the "front end" of
invention - where ideas come from and how they are transformed into
physical prototypes. They answer three questions: How does
invention happen? How does invention contrast with other commonly
creative pursuits such as scientific inquiry, musical composition,
or painting? And how might invention best happen - that is, what
kinds of settings, conditions, and strategies appear to foster
inventive activity? The book yields a wealth of information that
will make absorbing reading for cognitive and social psychologists,
social historians, and many working scientists and general readers
who are interested in the psychology of personality and the roots
of ingenuity.
|
|