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The Handbook of Epistemic Cognition brings together leading work
from across disciplines, to provide a comprehensive overview of an
increasingly important topic: how people acquire, understand,
justify, change, and use knowledge in formal and informal contexts.
Research into inquiry, understanding, and discovery within academic
disciplines has progressed from general models of conceptual change
to a focus upon the learning trajectories that lead to expert-like
conceptualizations, skills, and performance. Outside of academic
domains, issues of who and what to believe, and how to integrate
multiple sources of information into coherent and useful knowledge,
have arisen as primary challenges of the 21st century. In six
sections, scholars write within and across fields to focus and
advance the role of epistemic cognition in education. With special
attention to how researchers across disciplines can communicate and
collaborate more effectively, this book will be an invaluable
resource for anyone interested in the future of knowledge and
knowing. Dr. Jeffrey A. Greene is an associate professor of
Learning Sciences and Psychological Studies in the School of
Education at the University of North Carolina at Chapel Hill. Dr.
William A. Sandoval is a professor in the division of Urban
Schooling at the UCLA Graduate School of Education &
Information Studies. Dr. Ivar Braten is a professor of Educational
Psychology at the Faculty of Educational Sciences at the University
of Oslo, Norway.
The Handbook of Epistemic Cognition brings together leading work
from across disciplines, to provide a comprehensive overview of an
increasingly important topic: how people acquire, understand,
justify, change, and use knowledge in formal and informal contexts.
Research into inquiry, understanding, and discovery within academic
disciplines has progressed from general models of conceptual change
to a focus upon the learning trajectories that lead to expert-like
conceptualizations, skills, and performance. Outside of academic
domains, issues of who and what to believe, and how to integrate
multiple sources of information into coherent and useful knowledge,
have arisen as primary challenges of the 21st century. In six
sections, scholars write within and across fields to focus and
advance the role of epistemic cognition in education. With special
attention to how researchers across disciplines can communicate and
collaborate more effectively, this book will be an invaluable
resource for anyone interested in the future of knowledge and
knowing. Dr. Jeffrey A. Greene is an associate professor of
Learning Sciences and Psychological Studies in the School of
Education at the University of North Carolina at Chapel Hill. Dr.
William A. Sandoval is a professor in the division of Urban
Schooling at the UCLA Graduate School of Education &
Information Studies. Dr. Ivar Braten is a professor of Educational
Psychology at the Faculty of Educational Sciences at the University
of Oslo, Norway.
More than a decade has passed since the First International
Conference of the Learning Sciences (ICLS) was held at Northwestern
University in 1991. The conference has now become an established
place for researchers to gather. The 2004 meeting is the first
under the official sponsorship of the International Society of the
Learning Sciences (ISLS). The theme of this conference is
"Embracing Diversity in the Learning Sciences." As a field, the
learning sciences have always drawn from a diverse set of
disciplines to study learning in an array of settings. Psychology,
cognitive science, anthropology, and artificial intelligence have
all contributed to the development of methodologies to study
learning in schools, museums, and organizations. As the field
grows, however, it increasingly recognizes the challenges to
studying and changing learning environments across levels in
complex social systems. This demands attention to new kinds of
diversity in who, what, and how we study; and to the issues raised
to develop coherent accounts of how learning occurs. Ranging from
schools to families, and across all levels of formal schooling from
pre-school through higher education, this ideology can be supported
in a multitude of social contexts. The papers in these conference
proceedings respond to the call.
More than a decade has passed since the First International
Conference of the Learning Sciences (ICLS) was held at Northwestern
University in 1991. The conference has now become an established
place for researchers to gather. The 2004 meeting is the first
under the official sponsorship of the International Society of the
Learning Sciences (ISLS). The theme of this conference is
"Embracing Diversity in the Learning Sciences." As a field, the
learning sciences have always drawn from a diverse set of
disciplines to study learning in an array of settings. Psychology,
cognitive science, anthropology, and artificial intelligence have
all contributed to the development of methodologies to study
learning in schools, museums, and organizations. As the field
grows, however, it increasingly recognizes the challenges to
studying and changing learning environments across levels in
complex social systems. This demands attention to new kinds of
diversity in who, what, and how we study; and to the issues raised
to develop coherent accounts of how learning occurs. Ranging from
schools to families, and across all levels of formal schooling from
pre-school through higher education, this ideology can be supported
in a multitude of social contexts. The papers in these conference
proceedings respond to the call.
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