01134nam 2200385 450 991016295460332120230810001923.01-59888-819-6(CKB)3710000001044928(MiAaPQ)EBC4795418(EXLCZ)99371000000104492820170126h20172017 uy| 0engurcnu||||||||rdacontentrdamediardacarrierThe Clean Water Act handbook /Duke K. McCall IIIFourth edition.Lanham, Maryland :Bernan Press,[2017]©20171 online resource (353 pages)1-59888-818-8 Includes bibliographical references and index.WaterPollutionLaw and legislationUnited StatesWaterPollutionLaw and legislation344.7304/6343McCall Duke K(Lawyer),1378927MiAaPQMiAaPQMiAaPQBOOK9910162954603321The Clean Water Act handbook3418130UNINA03839nam 22006495 450 991048400660332120250609111355.09789812874443981287444510.1007/978-981-287-444-3(CKB)3710000000403094(EBL)2094465(SSID)ssj0001501425(PQKBManifestationID)11968021(PQKBTitleCode)TC0001501425(PQKBWorkID)11524652(PQKB)11505215(DE-He213)978-981-287-444-3(MiAaPQ)EBC2094465(PPN)185485650(MiAaPQ)EBC3110054(EXLCZ)99371000000040309420150424d2015 u| 0engur|z#---|||||txtccrDesign Thinking for Education Conceptions and Applications in Teaching and Learning /by Joyce Hwee Ling Koh, Ching Sing Chai, Benjamin Wong, Huang-Yao Hong1st ed. 2015.Singapore :Springer Nature Singapore :Imprint: Springer,2015.1 online resource (141 pages)Description based upon print version of record.9789812874436 9812874437 Includes bibliographical references and index.Chapter 1 Design Thinking and Education -- Chapter 2 Critical Perspectives on Design & Design Thinking -- Chapter 3 Design Thinking and 21st Century Skills -- Chapter 4 Design Thinking and Children -- Chapter 5 Design Thinking and Pre-service Teachers -- Chapter 6 Design Thinking and In-service Teachers -- Chapter 7 Developing and Evaluating Design Thinking -- Chapter 8 Conclusion.This book explores, through eight chapters, how design thinking vocabulary can be interpreted and employed in educational contexts. The theoretical foundations of design thinking and design in education are first examined by means of a literature review. This is then followed by chapters that characterize design thinking among children, pre-service teachers and in-service teachers using research data collected from the authors’ design-driven coursework and projects. The book also examines issues associated with methods for fostering and assessing design thinking. In the final chapter, it discusses future directions for the incorporation of design thinking into educational settings. Intended for teachers, teacher educators and university instructors, this book aims to provide them with the theoretical foundations needed to grasp design thinking, and to provide examples of how design thinking can be interpreted and evaluated. The materials covered will help these groups of professionalsto consider how design thinking can be integrated into their own teaching and learning contexts. The book will also promote a discourse between educational researchers on the theoretical development of design thinking in educational settings.TeachersTraining ofLearning, Psychology ofTeaching and Teacher EducationInstructional PsychologyTeachersTraining of.Learning, Psychology of.Teaching and Teacher Education.Instructional Psychology.370370711371.3Koh Joyce Hwee Lingauthttp://id.loc.gov/vocabulary/relators/aut1225322Chai Ching Singauthttp://id.loc.gov/vocabulary/relators/autWong Benjaminauthttp://id.loc.gov/vocabulary/relators/autHong Huang-Yaoauthttp://id.loc.gov/vocabulary/relators/autBOOK9910484006603321Design Thinking for Education2845039UNINA