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This book brings together research and theory about New
Learning', the term we use for new learning outcomes, new kinds of
learning processes and new instructional methods that are both
wanted by society and stressed in psychological theory in many
countries at present. It describes and illustrates the differences
as well as the modern versions of the traditional innovative
ideas.
The book you are now reading aims to bring together research and
theory on "new learning, "which is te term used to refer to the new
learning outcomes, new kinds of learning processes, and new
instructional methods both wanted by society and currently stressed
in psychological and educational theory. Many people keep asking
about new learning. Is it really a new way of learning? Are there
really new learning outcomes? Is this current fad really different
from the other kinds of learning propagated by such traditional
school innovators as Montessori, Dewey, Steiner, or Freinet? Of
course, there are some similarities between the attention now being
paid to new ways of learning and new learning outcomes and previous
efforts. We believe, however, that at least three important
differences exist. First, there is much more attention to the role
of active, independent, and self-directed learning than before.
Many more schools and teachers are involved in such efforts than in
the twenties or the sixties, for example. Many governments are
stimulating active ways to learn. Employers and employee
organizations are for various reasons now in favor of active
learning in school and on the job. This is clearly related to
increased recognition of the importance of and need for life-long
learning and what are now called learning organizations as a result
of rapidly changing societies and economies."
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