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This volume explores the integration of recent research on
everyday, classroom, and professional scientific thinking. It
brings together an international group of researchers to present
core findings from each context; discuss connections between
contexts, and explore structures; technologies, and environments to
facilitate the development and practice of scientific thinking. The
chapters focus on:
* situations from young children visiting museums,
* middle-school students collaborating in classrooms,
* undergraduates learning about research methods, and
* professional scientists engaged in cutting-edge research.
A diverse set of approaches are represented, including
sociocultural description of situated cognition, cognitive
enthnography, educational design experiments, laboratory studies,
and artificial intelligence. This unique mix of work from the three
contexts deepens our understanding of each subfield while at the
same time broadening our understanding of how each subfield
articulates with broader issues of scientific thinking. To provide
a common focus for exploring connections between everyday,
instructional, and professional scientific thinking, the book uses
a "practical implications" subtheme. In particular, each chapter
has direct implications for the design of learning environments to
facilitate scientific thinking.
This book explores learning in the arts and highlights ways in
which art and creativity can ignite learning in schools, informal
learning spaces, and higher education. The focus is on learning in,
with, and through the arts. Written from a range of international
perspectives, Multidisciplinary Approaches to Art Learning and
Creativity draws upon the fields of cognitive science, art
education, technology and digital arts; the learning sciences; and
museum studies to explore the theoretical underpinnings of artistic
creativity and inspiration, and provide empirical explorations of
mechanisms that support learning in the arts. Critical factors that
help to facilitate the creative process are considered, and
chapters highlight connections between research and practice in art
learning. This volume offers a rich variety of positions and
projects which underpin creativity in schools, museums, and other
venues. An illustrative text for researchers and educators in the
arts, Multidisciplinary Approaches to Art Learning and Creativity
demonstrates how artistic ways of thinking and working with artists
empower art learners and support their needs and opportunities
across the lifespan.
What do people learn from visiting museums and how do they learn
it? The editors approach this question by focusing on conversations
as both the process and the outcome of museum learning. People do
not come to museums to talk, but they often do talk. This talk can
drift from discussions of managing the visit, to remembrances of
family members and friends not present, to close analyses of
particular objects or displays. This volume explores how these
conversations reflect and change a visitor's identity,
discipline-specific knowledge, and engagement with an informal
learning environment that has been purposefully constructed by an
almost invisible community of designers, planners, and educators.
Fitting nicely into a small but rapidly expanding market, this book
presents: *one of the first theoretically grounded set of studies
on museum learning; *an explicit presentation of innovative and
rich methodologies on learning in museums; *information on a
variety of museums and subject matter; *a study on exhibitions,
ranging from art to science content; *authors from the museum and
the academic world; *a range of methods--from the analysis of
diaries written to record museum visits, to studies of preservice
teachers using pre- and post-museum visit tests; *an examination of
visitors ranging from age 4-75 years of age, and from known and
unknown sample populations; and *a lens that examines museum visits
in a fine grained (1 second) or big picture (week, year long) way.
What do people learn from visiting museums and how do they learn
it? The editors approach this question by focusing on conversations
as both the process and the outcome of museum learning. People do
not come to museums to talk, but they often do talk. This talk can
drift from discussions of managing the visit, to remembrances of
family members and friends not present, to close analyses of
particular objects or displays. This volume explores how these
conversations reflect and change a visitor's identity,
discipline-specific knowledge, and engagement with an informal
learning environment that has been purposefully constructed by an
almost invisible community of designers, planners, and educators.
Fitting nicely into a small but rapidly expanding market, this
book presents:
*one of the first theoretically grounded set of studies on museum
learning;
*an explicit presentation of innovative and rich methodologies on
learning in museums;
*information on a variety of museums and subject matter;
*a study on exhibitions, ranging from art to science content;
*authors from the museum and the academic world;
*a range of methods--from the analysis of diaries written to
record museum visits, to studies of preservice teachers using pre-
and post-museum visit tests;
*an examination of visitors ranging from age 4-75 years of age,
and from known and unknown sample populations; and
*a lens that examines museum visits in a fine grained (1 second)
or big picture (week, year long) way.
This volume explores the integration of recent research on
everyday, classroom, and professional scientific thinking. It
brings together an international group of researchers to present
core findings from each context; discuss connections between
contexts, and explore structures; technologies, and environments to
facilitate the development and practice of scientific thinking. The
chapters focus on:
* situations from young children visiting museums,
* middle-school students collaborating in classrooms,
* undergraduates learning about research methods, and
* professional scientists engaged in cutting-edge research.
A diverse set of approaches are represented, including
sociocultural description of situated cognition, cognitive
enthnography, educational design experiments, laboratory studies,
and artificial intelligence. This unique mix of work from the three
contexts deepens our understanding of each subfield while at the
same time broadening our understanding of how each subfield
articulates with broader issues of scientific thinking. To provide
a common focus for exploring connections between everyday,
instructional, and professional scientific thinking, the book uses
a "practical implications" subtheme. In particular, each chapter
has direct implications for the design of learning environments to
facilitate scientific thinking.
An Introduction to Child Development, Third Edition provides
undergraduate students in psychology and other disciplines with a
comprehensive survey of the main areas of child development, from
infancy through to adolescence, in a readily accessible format. It
equips students with an appreciation of the critical issues, while
providing balanced coverage of topics that represent both classic
and cutting edge work in this vast and fascinating field. The new
edition has been fully updated and features: Topical research
examples from current literature in psychology, education, nursing
and medicine including new material on fetal learning and the role
of play New and expanded sections covering key contemporary issues
in cognitive, emotional and social development New features such as
'Points for Reflection' boxes, designed to encourage the reader to
reflect more deeply on the subject matter Access to an enhanced
SAGE Edge companion website which features online readings,
Powerpoint Slides, 'Test Yourself' questions and much more
(https://edge.sagepub.com/keenan3e). This textbook is essential
reading for undergraduate students taking an introductory course in
child development or developmental psychology and provides a clear
and accessible foundation for essays, assignments and other
projects.
This book explores learning in the arts and highlights ways in
which art and creativity can ignite learning in schools, informal
learning spaces, and higher education. The focus is on learning in,
with, and through the arts. Written from a range of international
perspectives, Multidisciplinary Approaches to Art Learning and
Creativity draws upon the fields of cognitive science, art
education, technology and digital arts; the learning sciences; and
museum studies to explore the theoretical underpinnings of artistic
creativity and inspiration, and provide empirical explorations of
mechanisms that support learning in the arts. Critical factors that
help to facilitate the creative process are considered, and
chapters highlight connections between research and practice in art
learning. This volume offers a rich variety of positions and
projects which underpin creativity in schools, museums, and other
venues. An illustrative text for researchers and educators in the
arts, Multidisciplinary Approaches to Art Learning and Creativity
demonstrates how artistic ways of thinking and working with artists
empower art learners and support their needs and opportunities
across the lifespan.
Focusing on the earliest years (0-8), the new edition of this
bestselling textbook continues to provide a comprehensive overview
of the research, theory, and current practice in the field of child
development. The new edition is fully up to date with current
policy and legislation and now includes; * New 'Research boxes' in
each chapter helping students link theory to practice * Increased
coverage on children's social and emotional development * A brand
new companion website including a selection of free SAGE Journal
articles, annotated further readings, weblinks and useful online
materials.
Focusing on the earliest years (0-8), the new edition of this
bestselling textbook continues to provide a comprehensive overview
of the research, theory, and current practice in the field of child
development. The new edition is fully up to date with current
policy and legislation and now includes; * New 'Research boxes' in
each chapter helping students link theory to practice * Increased
coverage on children's social and emotional development * A brand
new companion website including a selection of free SAGE Journal
articles, annotated further readings, weblinks and useful online
materials.
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